LB 


IC-NRLF 


ULLETIN 


OF 


THE  UNIVERSITY  OF  TEXAS 

NO.   106 


ISSUED   SEMI-MONTHLY 

OFFICIAL  SERIES  NO.  27 


APRIL  1,   1908 


High  Scftoo/  Bulletin 


PUBLISHED  BY 
THE    UNIVERSITY    OF    TEXAS 


CO 

s.0 

LO 

o 


Entered  ««  second-dans  mail  matter  at  the  postojfice  at  Austin,  Texas 


EXCHANGE 


BULLETIN 

OF 

THE  UNIVERSITY  OF  TEXAS 

NO.   106 

ISSUED  SEMI  MONTHLY 

OFFICIAL  SERIES  NO.  27  APRIL  1,  1908 


^  v\  \  v  «-v  %>  ~b  w 

High  School  Bulletin 


PUBLISHED  BY 
THE     UNIVERSITY    OF    TEXAS 


Entered  as  second-class  mail  matter  at  the  postojfice  at  Austin,  Texas 


Cultivated  mind  is  the  guardian  genius  of  de- 
mocracy. ...  It  is  the  only  dictator  that  free- 
men acknowledge  and  the  only  security  that 
freemen  desire. 

President  Mirabeau  B.  Lamar. 


CONTENTS 

Introduction  . 5 

The  Affiliation  of  Schools 8 

Suggestive  Courses  of  Study  for  High  Schools 17 

English  in  the  High  School. .  . 21 

History  and  Civics  in  the  High  School 37 

Mathematics  in  the  High  School 42 

Latin  in  the  High  School 48 

Greek  in  the  High  School 54 

Modern  Languages  in  the  High  School 60 

Physical  Geography  in  the  High  School 67 

Physiology  and  Hygiene  in  the  High  School 72 

Physics  in  the  High  School 76 

Chemistry  in  the  High  School 94 

Botany  in  the  High  School 103 

Manual  Training  in  the  High  School 116 

List  of  Affiliated  Schools..                                                           ,  121 


327835 


INTRODUCTION 

The  interests  of  the  University  of  Texas  are  correlative  and 
co-extensive  with  the  interests  of  the  high  schools  of  the  State.  The 
growth  of  the  University  in  number  and  quality  of  students  must 
depend  upon  the  increase  in  number  and  efficiency  of  high  schools. 
The  University  strives  to  assist  high  schools  in  adjusting  courses  of 
study,  in  selecting  suitable  equipments,  in  providing  adequate 
buildings  and  efficient  teachers;  the  high  schools,  in  turn,  prepare 
more  and  better  students  for  higher  training. 

When  the  University  opened  its  doors  to  students,  in  1883,  no 
provisions  were  made  for  the  affiliation  of  high  schools.  All  stu- 
dents were  admitted  on  examination  or  on  individual  approval. 
At  that  time  there  were  few  public  high  schools  in  the  State.  An 
examination  of  the  catalogues  of  the  schools  now  affiliated  discloses 
the  fact  that  nine-tenths  of  these  schools  have  been  organized  since 
1883.  The  Houston  High  School  sent  out  its  first  graduate  in 
1879.  The  first  graduating  class  of  the  Dallas  High  School  con- 
sisted of  eight  young  ladies,  who  completed  the  course  in  1887. 

When  the  University  began  work  with  a  strong  faculty,  in  1883, 
it  met  with  sore  disappointment.  The  221  students  who  applied 
for  admission  were  not  prepared  for  college  work.  The  only 
preparatory  schools  in  the  State  were  private  academies.  The 
teachers  of  these  academies  had  been  trained  in  Eastern  colleges  and 
usually  directed  their  graduates  to  the  colleges  which  they  had 
attended.  For  the  two  succeeding  years,  after  the  opening  of  the 
University,  the  number  of  students  diminished. 

Soon  those  in  authority  began  to  realize  that  they  were  attempt- 
ing to  build  a  University  without  providing  a  foundation.  They 
began  to  realize  that  it  would  be  impossible  to  have  a  great  State 
university  without  an  efficient  system  of  elementary  and  high 
schools.  So,  within  the  scholastic  year  1885-86,  the  first  provisions 
were  made  for  the  visitation  and  affiliation  of  high  schools.  Only 
four  schools  were  affiliated  during  the  first  year.  Since  that  date, 
with  the  exception  of  the  year  1890-91,  the  number  of  students 
enrolled  in  the  University,  each  year,  has  exceeded  the  enrollment 
of  the  preceding  year.  However,  it  does  not  seem  that  the  Uni- 


fi  fliyk  'School  Bulletin 

versity  improved  its  opportunities  or  discharged  its  full  duty  to 
the  schools.  For  ten  years  the  matter  of  affiliation  received  little 
attention.  But  during  the  year  1895-96  the  University  again 
turned  its  attention  to  the  high  schools.  The  subjects  in  which 
schools  might  be  affiliated  were  named,  schools  were  visited,  and 
some  attempt  was  made  to  give  form  to  the  work.  From  this  time 
the  proper  relationship  of  the  University  and  schools  began  to  be 
appreciated.  The  results  of  this  relationship  began  to  manifest 
themselves  in  the  development  of  high  schools  and  in  the  enroll- 
ment and  work  of  the  University.  A  progressive  committee  on 
affiliated  schools  was  provided  in  the  Faculty.  This  committee  gave 
much  time  to  the  applications  and  visitation  of  the  schools. 

Possibly  nothing,  however,  has  been  of  greater  service  to  the 
schools  than  the  publication  of  Bulletin  No.  1,  entitled  "Sugges- 
tions Concerning  Courses  of  Study  and  Methods  of  Teaching  in 
High  Schools."  This  bulletin  was  published  February  1,  1901. 
It  gave  a  conservative  estimate  of  the  high  schools  and  contained 
suggestions  for  their  betterment.  This  bulletin  was  made  one  of 
the  chief  topics  for  discussion  at  the  State  Teachers'  Association 
the  following  year.  The  high  school  teachers  were  glad  to  ac- 
knowledge a  debt  of  gratitude  to  the  University  for  its  publica- 
tion. This  bulletin  was  revised,  enlarged,  and  republished  as 
Bulletin  No.  47,  July  1,  1905. 

While  the  bulletin  has  been  a  single  factor  in  the  development 
of  the  schools,  it  may  be  of  interest  to  note  a  few  changes  in  the 
schools  and  in  the  University  since  the  date  of  its  publication. 
In  1901  schools  were  affiliated  in  English,  History,  Mathematics, 
Latin  and  Greek;  the  University  now  offers  affiliation  in  eighteen 
subjects.  In  1901  ninety- three  schools  were  affiliated  with  the 
University;  there  are  now  one  hundred  and  thirty-seven  schools 
on  the  affiliated  list.  The  increase  in  numbers  by  no  means  com- 
pares with  the  internal  growth  of  schools.  In  1901  the  Ball  High 
School,  for  example,  was  affiliated  in  five  subjects,  whereas  it  is 
now  affiliated  in  eleven  subjects.  The  growth  of  the  schools  has 
demanded  an  increase  in  the  number  of  subjects  for  affiliation, 
and  the  University  has  responded  to  the  demand. 

As  previously  stated,  when  the  University  was  first  opened,  the 
students  were  not  prepared  for  college  work,  and  the  University 
was  forced  to  adopt  low-standard  entrance  requirements.  In  truth, 


Introduction  7 

it  did  much  work  which  should  have  been  done  by  high  schools; 
but  now,  with  one  hundred  and  thirty-seven  high  schools  affiliated, 
the  University  believes  that  it  may  leave  preparatory  work  to  these 
high  schools,  and,  for  the  first  time  in  its  history,  do  real  college 
and  university  work.  In  1901  there  were  1121  students  enrolled 
in  all  departments  of  the  University;  this  year  the  enrollment  in 
all  departments  aggregates  2462  students. 

The  authorities  of  the  University  believe  that  the  growth  of 
the  schools,  the  development  of  the  University,  and  the  changes  in 
entrance  requirements  warrant  the  publication  of  this  High  School 
Bulletin. 


THE  AFFILIATION  OF  SCHOOLS 

REGULATIONS    GOVERNING    THE    AFFILIATION    OF    SCHOOLS 

1.  When  the  authorities  oi?  any  school  desire  affiliation  with 
the  University,  formal  application  may  be  made  to  the  Visitor  of 
Schools.     Memoranda  blanks  will  be  furnished  to  the  superinten- 
dent or  principal  of  the  school  seeking  affiliation.     Upon  these 
blanks  may  be  indicated   the  courses   of   study   in   the   different 
branches,,  the  number  of  teachers  and  their  qualifications,  and  such 
information  in  regard  to  the  apparatus,  libraries,  laboratories,  etc., 
as  may  serve  to  give  a  fair  idea  of  the  general  efficiency  of  the 
school. 

2.  If  the  information  indicated  be  satisfactory,  the  authorities 
of  the  school  may  be  requested  to  submit  specimen  examination 
papers  prepared  b}r  students  pursuing  the  high-school  subjects  in 
which  affiliation  is  desired. 

3.  No  school  will  be  affiliated  before  the  Visitor  of  Schools, 
or  some  person  designated  by  him,  shall  have  visited  it  and  shall 
have  rendered  a  report  concerning  its  equipment  and  work. 

4.  If  the  Faculty  shall  be  satisfied  that  the  school  should  be 
affiliated,  the  authorities  will  be  duly  notified,  and  the  name  of  the 
school  will  be  entered,  under  the  proper  group,  on  the  list  of 
affiliated  schools.     The  list  will  be  published  in  the  catalogue  of 
the  University. 

5.  To  be  affiliated  at  all,  any  school  must  prepare  its  graduates 
for  the  Freshman  Class  in  English,  History,  Algebra,  and  Plane 
Geometry.     Complete  affiliation  includes  enough  other  subjects  to 
admit  graduates  to  the  Freshman  Class  without  conditions.    To  be 
admitted  without  conditions,  fourteen  units  will  be  required  of 
all  students. 

6.  Graduates  of  affiliated  schools  applying  for  admission  to  the 
University  will  be  credited  with  the  number  of  units  completed, 
provided  that  eight  units  must  be  offered  by  students  from  schools 
of  the  third  group,  eleven  units  by  students  from  schools  of  the 
second  group,  and  fourteen  units  by  students  from  schools  of  the 
first  group.    Students  from  schools  of  the  second  and  third  groups 
will  be  required  to  pass  examinations  on  enough  units  of  work  to 


The  Affiliation  of  Schools  9 

bring  their  credits  up  to  fourteen,  the  number  required  for  en- 
trance to  the  Freshman  Class  of  the  University.  Students  not 
presenting  the  minimum  number  of  units  for  the  respective  groups 
of  schools  from  which  they  come  will  lose  the  advantages  of  affilia-^ 
tion. 

7.  ~ Affiliation  may  be  secured  in  the  following  subjects  with 
their  respective  credits : 

Prescribed: 

(1)  English,  3  units. 

(2)  History,  2  units. 

(3)  Algebra,  1-J  units. 

(4)  Geometry,  1J  units. 

(5)  A  Foreign  Language,  3  units,  or  two  Modern  Languages, 
2  units  each^  beginning  with  September,  1910. 

Elective: 
English  : 

(1)  English,  1  unit. 
History  and  Civics: 

(2)  History,  J,  1,  1J,  or  2  units. 

(3)  Civics,  -J  unit. 

Languages : 

(4)  Latin,  3  or  4  units. 

(5)  Greek,  2  or  3  units. 

(6)  German,,  2  or  3  units. 

(7)  French,  2  or  3  units. 

(8)  Spanish,  2  or  3  units. 

Sciences  and  Mathematics: 

(9)  Physics,  1  or  2  units. 

(10)  Chemistry,  1  or  2  units. 

(11)  Botany,  1  or  2  units. 

(12)  Physiography,  ^  unit. 

(13)  Physiology,  -J  unit. 

(14)  Solid  Geometry,  £  unit. 

(15)  Trigonometry,  J  unit. 

(16)  Manual  Training,  1  or  2  units. 


10  High  School  Bulletin 

8.  One   unit   represents    approximately   the   amount   of   work 
done  in  thirty-six  weeks  with  the  equivalent  of  five  daily  recitations 
per  week,  having  a  minimum  period  of  forty  minutes.     Many  high 
schools  do  not  yet  reach  the  required  standard,  and  four  years  may 
be  required  to  make  three  units  of  credit  in  one  subject. 

9.  The  University,  in  offering  this  list  of  electives,  does  not 
anticipate  that  many  of  the  affiliated  schools  will  desire  or  attempt 
to  offer  instruction  in  all  the  subjects  enumerated.    The  list  is  made 
for  the  purpose  of  extending  liberty  to  the  school  authorities  in 
adjusting  courses  of  study  to  local  needs.     Schools  should  limit 
their  courses  of  study  to  such  subjects  as  they  may  be  able  to  teach 
efficiently. 

10.  All  schools  seeking  complete  affiliation,  that  is,  desiring  to 
be  placed  in  Group  I  of  the  affiliated  schools,  should  strive  to  meet 
the  following  requirements : 

(1)  The  high-school  course  of  study  should  cover  a  minimum 
period  of  four  years. 

(2)  The  work  should  be  done  according  to  the  departmental 
plan  of  teaching. 

(3)  The  minimum  length  of  recitation  periods  must  be  forty 
minutes. 

(4)  At  least  three  teachers  should  teach  exclusively  in  the 
high  school.    One  of  these  might  be  the  superintendent  or  the  prin- 
cipal. 

(5)  Schools  desiring  affiliation  in  the  sciences  must  provide 
adequate  laboratories,  as  all  students  will  be  required  to  do  indi- 
vidual laboratory  work  and  present  note-books  properly  kept  before 
affiliation  will  be  granted  in  any  science  subject. 

SUGGESTIONS  FOR  THE  PREPARATION  AND  SUBMISSION  OF  EXAMINA- 
TION PAPERS. 

1.  Specimen  examination  papers  should  be  submitted  from  the 
highest  classes  in  the  subjects  in  which  affiliation  is  desired.     Out- 
line  maps   should   accompany   history   papers,   composition   work 
should  be  included  in  all  language  papers,  and  students'  note-books 
will  furnish  the  foundation  for  judgments  concerning  all  science 
work. 

2.  Students  should  be  encouraged  to  use  uniform  sizes  of  paper 
and  note-books.     In  the  preparation  of  papers  answers  should  be 


The  Affiliation  of  Schools  11 

written  with  ink  on  one  side  of  each  sheet.  Note-books  should  be 
prepared  in  the  laboratories  and  notes  should  not  be  transcribed. 
The  name  of  the  writer  and  the  name  of  the  school  should  be 
written  plainly  on  each  paper. 

3.  Teachers  should  grade  all  papers  and  note-books  before  send- 
ing them  to  the  University.     Mistakes  in  the  answers  should  be 
indicated.    Note-books  should  show  by  means  of  suitable  marks  that 
the  teacher  did  not  permit  mistakes  to  pass  unnoticed. 

4.  The  questions  should  be  attached  to  the  papers.    The  papers 
should  be  carefully  wrapped  and  shipped,  prepaid,  to  the  Visitor 
of  Schools,  University  of  Texas,  Austin,  Texas. 

GROUPS  OF  SCHOOLS  AND  COURSES  OF  STUDY. 

The  University  is  trying  to  serve  four  distinct  groups  of  schools. 
The  first  group  comprises  all  high  schools  preparing  students  for 
entrance  to  the  Freshman  Class  of  the  University  without  condi- 
tions and  without  examination.  The  second  group  includes  all 
high  schools  preparing  students  in  at  least  eleven  units  of  work. 
Graduates  of  these  schools  are  credited  with  the  work  completed, 
but  must  pass  examinations  on  enough  units  of  work  to  make 
fourteen.  The  third  group  embraces  all  high  schools  fitting  stu- 
dents for  entrance  to  the  Freshman  Class  with  a  minimum  of  eight 
units,  but  not  having  as  many  as  eleven  units  to  their  credit.  The 
fourth  group  includes  all  schools  aspiring  to  reach  the  standards 
required  for  the  minimum  affiliation. 

Group  I  is  composed  of  high  schools  preparing  students  in  Eng- 
lish, History,  Algebra^  Plane  Geometry,  a  Foreign  Language  or 
two  Foreign  Languages,  and  enough  electives  to  make  fourteen 
units  of  work. 

Group  II  includes  high  schools  providing  satisfactory  instruc- 
tion in  English,  History,  Algebra,  Plane  Geometry,  and  enough 
electives  to  make  eleven  units  of  credit. 

Group  III  comprises  high  schools  properly  instructing  stu- 
dents in  English,  History,  Plane  Geometry,  and  Algebra,  a  mini- 
mum of  eight  units  of  work. 

The  fourth  group  of  schools  embraces  all  schools  offering  instruc- 
tion of  any  kind  in  high-school  studies,  but  not  doing  sufficient 
work  to  entitle  them  to  affiliation. 


12  High  School  Bulletin 

This  grouping  rests,  we  believe,  upon  natural  and  fundamental 
conditions  underlying  the  normal  growth  of  public  high  schools. 
It  does  not  reflect  upon  any  school  of  any  group  if  all  schools  are 
doing  their  entire  duty.  It  is  made  upon  the  basis  of  the  amount 
of  work  that  schools  may  be  able  to  do,  and  not  upon  the  basis 
of  efficiency  of  work.  The  Group  III  schools  are  affiliated  upon 
the  presumption  that  their  English,  History,,  and  Mathematics 
are  as  well  taught  as  these  subjects  are  taught  in  Group  I  schools. 
The  same  minimum  amount  of  ground  must  be  covered  in  these 
subjects  in  all  groups  of  affiliated  schools. 

Among  the  fundamental  conditions  determining  the  group  to 
which  any  school  will  belong  may  be  named  the  following:  The 
number  of  pupils  ready  for  high-school  training,  moral  and  finan- 
cial support  of  the  school,  buildings  and  equipments,  and  the  num- 
ber and  training  of  teachers. 

The  number  of  pupils  seeking  high-school  training  ordinarily 
bears  a  certain  relation  to  the  financial  support  of  the  school.  The 
financial  resources  of  the  school  will  largely  determine  the  nature 
of  the  buildings  and  equipments,  and  the  number  and  grade  of 
teachers  that  will  be  employed.  In  villages  and  towns  not  having 
private  schools  the  number  of  high-school  pupils  should  bear  a 
fairly  fixed  relationship  to  the  number  of  elementary-school  pupils 
needing  instruction.  The  number  of  pupils  of  scholastic  age  in 
a  town  is  used  with  a  considerable  degree  of  accuracy  in  estimating 
the  number  of  inhabitants.  The  number  of  inhabitants,  except  un- 
der abnormal  conditions,  will  bear  a  certain  relationship  to  the 
wealth  of  the  town. 

Towns  depending  upon  agricultural  conditions  pass  through  cer- 
tain natural  stages  of  growth.  The  schools  in  these  towns  also 
pass  through  certain  steps  in  the  courses  of  their  evolution. 

Good  high  schools  can  not  be  maintained  at  the  expense  of  ele- 
mentary schools.  A  lasting  structure  can  not  be  erected  without 
a  solid  foundation.  The  number  of  teachers  that  may  be  em- 
ployed, consistently,  for  the  high  school  will  bear  a  definite  relation 
to  the  number  of  teachers  employed  in  the  elementary  schools. 

The  belief  is  here  expressed  that  villages  and  towns  with  small 
numbers  of  pupils  prepared  for  high-school  work  should  not  at- 
tempt to  cover  too  much  ground  with  their  high-school  courses. 
Blind  ambition  leads  to  failure;  in  the  organization  of  high  schools, 


The  Affiliation  of  Schools  13 

it  leads  to  superficiality  and  false  standards.  Pupils  and  patrons 
are  misled  and  irreparable  injury  results.  When  small  towns  at- 
tempt to  rival  larger  towns  and  cities  they  strain  themselves  and 
destroy  natural  growth.  In  passing  from  village  schools  to  well- 
equipped  city  high  schools,  each  step  as  shown  in  the  classification 
given  above  will  be  made.  In  some  towns  the  steps  may  be  taken 
more  rapidly  than  in  others. 

Data  collected  from  the  high  schools  now  affiliated  with  the 
University  show  that  the  number  of  pupils  per  teacher  in  the 
richest  and  best  high  schools  will  average  about  thirty.  A  small 
number  of  schools  have  an  average  as  low  as  twenty-five  pupils 
for  each  teacher  employed.  One-half  of  the  schools  exceed  an 
average  of  thirty  pupils  per  teacher.  If,  in  the  largest  and  richest 
cities,  where  wealth  is  accumulated  and  where  larger  numbers  of 
pupils  will  contribute  to  economy  in  handling  them,  per  capita, 
the  ratio  of  30  to  1  is  found,  we  may  hold  that  in  smaller  and 
poorer  towns  this  or  a  greater  number  of  pupils,  per  teacher,  will 
be  required. 

Since  25  to  30  pupils  per  tea'cher  are  found  in  efficient  Texas 
high  schools,  we  may  safely  take  twenty-five  pupils  and  one  teacher 
as  a  minimum  "school  unit."  In  the  first  place,  we  may  insist 
that  it  would  be  unwise  in  a  public  school  to  attempt  to  provide 
more  than  one  teacher  for  this  number  of  pupils.  This  one  teacher 
would  usually  be  the  principal  of  the  school  and  would  have  super- 
visory duties.  Leading  educators  believe  that  no  teacher  in  a  high 
school  should  teach  more  than  seven  periods  per  day  and  nearly  all 
concur  in  the  opinion  that  six  periods  of  teaching  per  day,  or  less, 
would  be  preferable.  It  is  evident  that  a  school  of  twenty-five 
pupils  or  less,  having  one  teacher,  with  an  average  of  six  periods 
per  day  for  teaching,  should  limit  its  course  of  study.  This  limi- 
tation should  not  only  be  in  scope  of  subject-matter,  but  in  years 
as  well.  Here,  mistakes  are  too  frequently  made.  One  ambitious 
teacher,  goaded,  perhaps,  by  more  ambitious  patrons,  will  some- 
times plan  a  course  of  study  including  English,  History,  Algebra, 
Geometry,  Latin,  and  Physics,  and  possibly  other  subjects  covering 
a  period  of  three  or  four  years,  and  attempt  to  do  the  work  of  a 
first-class  high  school.  It  would  be  far  better  to  limit  the  course  of 
study  to  English,  History,  and  Mathematics  and  the_  length  of  the 


14  High  School  Bulletin 

course  to  two  years  until  such  time  as  the  increase  in  the  number 
of  pupils  will  warrant  the  employment  of  additional  teachers. 

The  first  year  of  many  so-called  high  schools  is  often  used  in 
doing  work  properly  belonging  to  the  elementary  school.  High- 
school  courses  should,  we  believe,  presume  that  the  pupils  have 
studied  English,  including  spelling,  punctuation,  the  more  general 
principles  of  concordance  and  structure  of  the  sentence,  and  should 
have,  at  least,  formed  a  budding  taste  for  reading  helpful  books. 
Such  a  knowledge  of  United  States  History  as  may  be  found  in 
the  State  adopted  book  on  this  subject  should  be  required  of  a  pupil 
on  entering  the  high  school.  The  study  of  the  fundamental  opera- 
tions of  arithmetic,  including  fractions,  denominate  numbers,  and 
the  principles  of  percentage  and  their  application,  properly  belongs 
to  the  elementary  school.  These  three  subjects,  English,  History, 
and  Arithmetic,  comprising  the  work  indicated,  are  frequently 
found  in  the  first  year  of  the  high-school  courses;  that  is,  schools 
in  order  to  have  four  years  of  work  in  their  high-school  courses, 
will  sometimes  include  one  year  of  elementary-school  work. 

If  the  work,  indicated  above,  has  been  done,  the  first  year's  work 
in  the  one-teacher  school  may  comprise  English,  including  gram- 
mar,, composition,  and  classics;  Algebra;  Ancient  History,  and 
possibly  some  science.  In  the  second  year,  English  should  be  con- 
tinued, changing  the  grammar  to  rhetoric;  Algebra  should  be 
completed,  and  possibly  Geometry  begun;  Mediaeval  and  Modern 
History  would  be  substituted  for  Ancient  History  of  the  first  year, 
some  science  or  a  foreign  language  might  be  added. 

The  question  now  arises  as  to  what  should  be  done  with  the 
pupils  who  finish  this  two-years'  course.  If  the  number  of  pupils 
ready  for  high-school  instruction  has  not  increased  so  that  a  second 
teacher  may  be  employed,  it  would  be  better  to  cut  off  the  work  at 
the  end  of  the  second  year.  Pupils  desiring  further  instruction 
will  thus  be  forced  to  secure  private  instruction  or  attend  other 
schools.  If  they  have  done  two  years  of  high-school  work  well, 
they  may  attend  another  high  school  without  great  loss  of  time. 
It  is  usually  those  pupils  who  have  had  poor  courses  or  poor  in- 
struction who  lose  time  in  changing  schools. 

It  is  unfortunate  that  some  pupils  who  would  like  to  go  on  with 
their  studies  do  not  have  the  means  to  do  so;  it  would  be  equally 


The  Affiliation  of  Schools  15 

unfortunate  to  imperil  the  efficiency  of  the  work  for  all  in  an  at- 
tempt to  provide  instruction  for  a  few. 

Twenty-five  pupils  and  one  teacher  do  not  constitute  a  high 
school;  they  do,  however,  form  one  unit  which  is  essential  in  the 
organization  of  all  high  schools. 

A  most  difficult  step  in  the  development  of  a  school  is  found  in 
the  change  from  a  one-teacher  school  with  twenty-five  pupils  to 
a  good  two-teacher  school  with  fifty  pupils.  Forty  high-school 
pupils  are  too  many  for  one  teacher  and  scarcely  enough  to  justify 
the  employment  of  two.  With  thirty-five  to  forty  pupils  the  de- 
mand for  more  grades  in  the  school  grows  stronger.  The  principal 
is  apt  to  accede  to  the  demand,  enlarge  and  lengthen  the  course, 
increase  his  own  work  beyond  his  ability  to  perform,,  and,  soon', 
begins  to  call  upon  the  elementary  teachers  for  assistance.  The  re- 
sults are  almost  uniformly  bad.  The  elementary  teacher,  in  most 
instances,  is  not  fitted  for  high-school  work.  If  she  is  intellectually 
qualified,  she  is  not  physically  able  to  teach  a  grade  in  the  ele- 
mentary school  and  also  do  efficient  work  in  the  high  school. 
Another  method  is  to  cut  down  the  length  of  the  recitation  periods, 
or,  possibly,  attempt  to  teach  two  classes  at  the  same  time.  Either 
of  these  methods  will  bring  poor  results.  With  forty  pupils  it 
would  be  best  to  hold  the  course  to  two  years  of  high-school  work. 
When  ten  pupils  are  ready  for  the  third  year  of  high-school  work, 
fifteen  pupils  will  be  ready  for  the  second-year  work,  and 
twenty  to  twenty-five  pupils  will  be  ready  for  the  first-year  work. 
With  forty-five  to  fifty  pupils  the  course  may  be  raised  one  year 
and  an  additional  teacher  may  be  added.  The  school  is  not  yet  a 
high  school.  It  should,  however,  do  three  years  of  good  high- 
school  work. 

With  fifty  pupils  and  two  efficient  teachers,  a  school  may  legiti- 
mately aspire  to  do  a  four-years'  course  of  high-school  work  in 
English,  History,  and  Mathematics.  A  four-years'  course  com- 
prising English,  History,  Mathematics,  and  a  language,  requires 
sixteen  periods  of  teaching  per  day.  This  would  give  to  each 
teacher  eight  periods  per  day  and  deprive  the  principal  of  all  time 
for  supervision.  The  tendency  is  to  attempt  the  four-subject  course 
rather  than  the  three-subject  course,  and  usually  results  in  more  or 
less  superficial  work  in  one  or  more  subjects. 

Along  with  the  three-subject  course  two  elementary  courses  in 


16  High  School  Bulletin 

the  sciences  or  three  years  in  a  foreign  language  may  be  taken, 
provided  a  three-years'  history  course  is  chosen.  A  school  having 
two  teachers  and  fifty  pupils  will  have  difficulty  in  providing  and 
equipping  laboratories  for  teaching  the  sciences.  A  school  of  this 
grade  must  usually  teach  the  sciences  theoretically.  For  this  reason 
it  might  be  better  to  give  three  years'  work  in  a  foreign  language. 
The  course  consisting  of  English,  History,  Mathematics,  and  three 
years  in  a  foreign  language  would  require  fourteen  teaching 
periods  per  day.  These  could  be  equally  divided  between  the  two 
teachers,  or  six  periods  might  be  assigned  to  the  principal  and  eight 
to  the  assistant.  With  two  teachers  the  work  should  be  organized 
on  the  departmental  plan.  When  it  becomes  necessary  for  the 
principal  to  teach  the  advanced  classes  in  all  subjects,  the  assistant 
teacher  is  unable  to  do  high-school  work.  The  school  should  then 
lose  its  rank  as  a  high  school. 

While  a  school  having  two  "school  units,"  or  two  teachers  and 
fifty  pupils,  may  prepare  students  in  fourteen  units  of  work,  the 
requirement  for  admission  to  the  University  of  Texas,  we  do  not 
believe  that  this  is  the  best  type  of  high  school.  More  work  must 
be  put  upon  the  two  teachers  than  they  can  properly  perform.  With 
the  addition  of  another  "school  unit,"  or  with  three  teachers  and 
seventy-five  pupils,  still  better  work  may  be  done ;  with  four  "school 
units/'  or  with  four  teachers  and  one  hundred  pupils,  first-class 
work  may  be  accomplished. 

While  the  University  does  not  group  schools  according  to  the 
number  of  "school  units"  or  the  number  of  teachers  and  pupils 
they  contain,  it  may  be  noted  that  schools  with  two  teachers  usu- 
ally fall  into  Group  III,  those  with  two  and  one-half  or  three 
teachers  usually  fall  into  Group  II,  and  schools  with  three  or  more 
teachers  are  found  in  Group  I. 

It  may  furthermore  be  noted  that  schools  in  Group  III  prepare 
students  in  English,  History,  Algebra,  and  Plane  Geometry; 
schools  in  Group  II  usually  teach,  in  addition  to  the  subjects  in 
Group  III,  a  foreign  language,  while  schools  in  Group  I  add  the 
sciences  and  an  additional  language. 


SUGGESTIVE  COURSES  OF  STUDY  FOR  HIGH 
SCHOOLS 

For  One-teacher  Schools. 
FIRST  YEAR.  SECOND  YEAR. 


English. 
Algebra. 

Ancient  History. 
Science. 


1.  English. 

2.  Algebra,  Plane  Geometry. 

3.  Mediaeval  and  Modern 

History. 

4.  Foreign  Language. 


For  Two-  and  Three-teacher  Schools. 


FIRST  YEAR. 
English. 
Algebra. 

Ancient  History. 
Science. 

SECOND  YEAR. 

English. 

Algebra,  Plane  Geometry 

Mediaeval  and  Modern 

History. 
Foreign  Language. 


THIRD  YEAR. 

1.  English. 

2.  Plane  Geometry. 

3.  Science. 

4.  Foreign  Language. 

FOURTH  YEAR. 

1.  English. 

2.  Solid  Geometry,  Review 

Algebra  and  Arithmetic. 

3.  American  History  and 

Civics. 

4.  Foreign  Language. 

In  a  two-teacher  school  it  will  be  best  to  omit  a  part  or  all  of 
the  science  and  foreign  language  work. 

For  Four-  or  Five-teacher  Schools. 

In  a  four-  or  five-teacher  school  an  additional  foreign  language 
may  be  added.  Two  courses,  a  Latin  course  and  a  Modern  Lan- 
guage course,  may  then  be  offered. 

Latin  Course. 
FIRST  YEAR. 

1.  English. 

2.  Algebra. 

3.  Ancient  History. 

4.  Latin. 

4. 


1. 


SECOND  YEAR. 

English. 

2.  Algebra. 

3.  Mediaeval  and  Modern 

History. 
Latin. 


18 


Hi-gh  School  Bulletin 


1. 
2. 
3. 

4. 

1. 
2. 
3. 

4. 


THIRD  YEAR. 

English.  1. 

Plane  Geometry.  2. 

Science.  3. 

Latin.  4. 

Modern  Language  Course. 


FOURTH  YEAR. 
English. 

American  History  and  Civics. 
Science  or  Mathematics. 
Latin. 


FIRST  YEAR. 

English.  1. 

Algebra.  2. 

Ancient  History.  3. 

Science.  4. 

SECOND  YEAR. 

English.  1. 

Algebra.  2. 

Mediaeval  and  Modern  3. 

History.  4. 


THIRD  YEAR. 

English. 

Plane  Geometry. 

Science. 

Modern  Language. 

FOURTH  YEAR. 
English. 

History  or  Science. 
Mathematics. 
Modern  Language. 


Modern  Language. 

With  well-equipped  teachers  for  each  of  the  subjects,  English, 
History,  Mathematics,  Foreign  Languages,  Science  and  Manual 
Training,  the  following  courses  may  be  differentiated :  an  English 
course,  a  History  course,  a  Mathematics  course,  Foreign  Language 
courses,  Double  Language  courses,  a  Science  course,  a  Manual 
Training  course.  Each  of  these  courses  should  stress  the  subject 
whose  name  it  bears.  Some  of  these  courses  would  be  much  alike ; 
yet,  there  would  be  some  differences.  The  number  of  the  courses 
offered  in  any  school  must  properly  consider  the  number  of  pupils 
to  be  taught. 

English  Course. 


FIRST  YEAR. 

1.  English.  1. 

2.  Ancient  History.  2. 

3.  Algebra.  3. 

4.  Science.  4. 

SECOND  YEAR. 

1.  English.  1. 

2.  Mediaeval  and  Modern  2. 

History. 

3.  Algebra.  3. 

4.  Modern  Language.  4. 


THIRD  YEAR. 
English. 
Science. 

Plane  Geometry. 
Modern  Language. 

FOURTH  YEAR. 

English. 

American  History  and 

Civics. 

Science  or  Mathematics. 
Modern  Language. 


Suggestive  Courses  of  Study  for  High  Schools 


19 


1. 

2. 
3. 
4. 

1. 

2. 

3. 

4. 


1. 

2. 

3. 

4. 

1. 
2. 

3. 

4. 


FIRST  YEAR. 
English. 

Ancient  History. 
Algebra. 
Science. 

SECOND  YEAR. 
English. 
Mediaeval  and  Modern 

History. 
Algebra. 
Modern  Language. 


History  Course. 

THIRD  YEAR. 

1.  English. 

2.  English  History. 

3.  Plane  Geometry. 

4.  Modern  Language. 

FOURTH  YEAR. 

1.  English. 

2.  American  History  and 

Civics. 

3.  Science. 

4.  Modern  Language. 


Mathematics  Course. 

FIRST  YEAR.  THIRD  YEAR. 

1. 
2. 


English. 

Ancient  History. 

Algebra.  3. 

Science.  4. 

SECOND  YEAR. 

English.  1 . 

Mediaeval  and  Modern  2. 

History.  3. 

Algebra. 
Modern  Language.  4. 


English. 

Plane  Geometry. 

Science. 

Modern  Language. 

FOURTH  YEAR. 
English. 

Solid  Geometry,Trigonometry. 
American  History  and 

Civics  or  Science. 
Modern  Language. 


Latin  and  Modern  Language  Courses. 
See  courses  for  four-  or  five-teacher  schools. 
Double  Language  Course. 

Insert  modern  language  for  history,  second  year,  for  science, 
third  year  and  for  science  or  mathematics,  fourth  year,  in  Latin 
course. 

Science  Course. 


FIRST  YEAR. 

1.  English. 

2.  Ancient  History. 

3.  Algebra. 

4.  Science. 


SECOND  YEAR. 

1 .  English. 

2.  Algebra. 

3.  Modern  Language. 

4.  Science. 


20  High  School  Bulletin 

THIRD  YEAR.  FOURTH  YEAR. 

1.  English.  1.  English. 

2.  Plane  Geometry.  2.  American  History. 

3.  Modern  Language.  3.  Modern  Language. 

4.  Science.  4.  Science. 

Manual  Training  Course. 

The  Manual  Training  may  be  substituted  for  the  science  work 
in  the  Science  course. 

REMARKS. 

1.  Each  one  of  the  suggested  courses  contains  a  minimum  of 
four  years'  work  in  English,  three  years7  work  in  Mathematics,  two 
years'  work  in  History,  three  years'  work  in  a  Foreign  Language, 
and  with  the  exception  of  the  Manual  Training  course,  two  years' 
work  in  Science. 

2.  All  of  these  courses  are  arranged  on  the  four-subject  basis, 
with  five  recitations,  per  week,  in  each  subject.     Should  a  five- 
subject  basis  be  chosen  the  number  of  recitations  per  subject,  each 
week,  should  be  reduced  to  an  average  of  four. 

3.  Various  advantageous  combinations  may  be  made  of  these 
suggested  courses.     It  is  not  at  all  contemplated  that  small  high 
schools  will  offer  many  courses.     These  suggested  courses  are  made 
with  the  hope  that  they  may  be  helpful  to   Superintendents  in 
adapting  courses  of  study  to  local  needs. 


ENGLISH  IN  THE  HIGH  SCHOOL 

(Four  units  may  be  offered.) 

I.      GENERAL    PRINCIPLES. 

The  English  studies  of  the  high  school  are  generally  grouped 
under  three  heads,  Grammar,  Composition  (and  Rhetoric),  and 
Literature.  But,  while  for  convenience  these  subjects  are  sep- 
arately named,  they  are  not  in  essence  distinct  and  divisible ;  on  the 
contrary,  they  are  so  closely  interdependent  that  each  is  best 
studied  and  most  effectively  taught  in  the  light  of  this  correlation. 
And  it  is  the  failure  to  observe  this  correlation  that  has  so  often 
brought  English  teaching  into  disrepute. 

Xot  only  are  these  English  subjects  often  divorced  from  one 
another ;  but  what  is  worse,  they  are  divorced  from  life.  By  this  it 
is  meant  that  the  student,  not  only  of  the  high  school,  but,  alas,  of 
the  college  also,  at  times  fails  to  see  that  his  study  of  grammar,  of 
composition,  and  of  literature  is  intimately  bound  up  with  every- 
day life;  that  whatever  knowledge  he  has  acquired  of  these  subjects 
will  be  of  incalculable  advantage  to  him  whenever  and  wherever  he 
has  occasion  to  think  and  to  express  thought,  whether  orally  or  in 
writing,  in  the  study  of  science  as  well  as  of  literature,  on  the  play- 
ground as  well  as  in  the  school-room,  in  the  briefest  exercise  as 
well  as  in  the  most  elaborate  essay;  in  brief,  every  hour  of  his  life, 
no  matter  what  may  be  his  occupation. 

Having  stated  broadly  these  general  principles,  let  us  take  up  the 
three  English  subjects  one  by  one  and  attempt  very  briefly  to  apply 
these  principles  to  each.  At  the  close  of  each  section  there  is  given 
a  brief  bibliography. 

II.       GRAMMAR. 

In  the  teaching  of  grammar,  what  is  to  be  guarded  against 
is  a  systemless  practicalism  on  the  one  hand  and  a  too  strict 
formalism  on  the  other.  That  in  one  way  or  another  gram- 
mar should  be  studied  throughout  the  whole  of  the  high-school 
course,  the  writer  is  thoroughly  convinced.  Indeed,  he  has 
at  times  to  teach  it  himself  in  his  University  classes.  It  is 
earnestly  recommended,  therefore,  that  the  high-school  student  be 


22  High  School  Bulletin 

required  to  master  some  standard  high-school  English  Grammar, 
by  the  systematic  study  of  the  text-book  in  the  first  year  of  the 
high  school  and  by  constant  reference  thereto  throughout  the  whole 
course. 

As  stated  in  Section  I,  grammar  should  be  studied  in  intimate 
conjunction  with  composition  and  with  literature.  This  does  not 
look  to  the  abandonment  of  a  set  text-book  in  grammar,  but  to 
the  constant  supplementing  of  the  text-book  by  exercises  in  com- 
position and  by  the  analysis  of  literary  masterpieces,  at  first  prefer- 
ably in  prose. 

Again,  the  bearing  of  grammar  upon  life  should  be  shown  by 
constantly  taking  account  in  a  tactful  and  yet  firm  way  of  the 
pupil's  conversation  and  of  his  papers  in  subjects  other  than  Eng- 
lish. 

Bibliography.* 

1.  Text-booksf   Suitable  for  High  Schools :     Allen's  A  School. 
Grammar  of  the  English  Language  (Heath)  ;  Carpenter's  English 
Grammar   (M.)  ;  Maxwell's  Advanced  Lessons  in  English  Gram- 
mar  (A.  B.  C.)  ;  West's  English  Grammar  (P.);  Whitney's  Es- 
sentials of  English  Grammar   (G.),  or  Whitney  and  Lockwood's 
English  Grammar  (G.). 

2.  Books  for  the  Teacher  and  for  Reference:     Emerson's  His- 
tory of  the  English  Language  (M.),  or  Lounsbury's  History  of  the 
English  Language  (H.)  ;  Morris  and  Kellner's  Historical  Outlines 
of  English  Accidence  (M.)  ;  Kellner's  Historical  Outlines  of  Eng- 
lish Syntax  (M.)  ;  Onions's  An  Advanced  English  Syntax   (Son- 
nenschein  &  Co.,  London)  ;   and  the  standard  historical  English 
grammar,  that  by  Henry  Sweet,  of  which  there  are  three  versions, 

*The  abbreviations  used  in  this  and  the  following  bibliographies  are  as 
follows:  A.  B.  C.=American  Book  Co.,  New  York;  Al.=Allyn  &  Bacon, 
Boston;  Ap.=D.  Appleton  &  Co.,  New  York;  C.=T.  Y.  Crowell  &  Co., 
New  York;  F— Henry  Frowde,  New  York;  G.=Ginn  &  Co.,  Boston;  H. 
=Henry  Holt  &  Co.,  New  York;  Heath=D.  C.  Heath  &  Co.,  Boston;  Ho. 
=Houghton,  Mifflin,  &  Co.,  Boston;  Leach=Leach,  Shewell,  &  Sanborn, 
Boston;  Longnians=Longmans,  Green,  &  Co.,  New  York;  M.=^The  Mac- 
Millan  Co.,  New  York;  P.=G.  P.  Putnam's  Sons,  New  York;  Scott=Scott, 
Foresraan,  &  Co.,  Chicago;  Siblev=Sibley  &  Ducker,  Boston;  Silver= 
Silver,  Burdett,  &  Co.,  New  York. 

fThe  text-books  suitable  for  high  schools,  in  this  and  the  subsequent 
bibliographies,  are  arranged  according  to  alphabetic  sequence,  not  accord- 
ing to  preference. 


English  in  the  High  School  23 

all  published  by  Frowde:  (1)  A  New  English  Grammar,  2  vols. ; 
(2)  A  Short  Historical  English  Grammar;  and  (3)  A  Primer 
of  Historical  English  Grammar.  For  the  teacher  who  desires  to 
learn  Old  and  Middle  English  at  first  hand,  perhaps  the  best  books 
are  Smith's  Old  English  Grammar  (Al.)  and  Emerson's  A  Middle 
English  Reader  (M.). 

3.  Pedagogical  Books:  Carpenter,  Baker,  and  Scott's  The 
Teaching  of  English  in  the  Elementary  and  the  Secondary  School 
(Longman's)  ;  Chubb's  The  Teaching  of  English  in  the  Elemen- 
tary and  the  Secondary  School  (M.). 

III.       COMPOSITION. 

In  most  college  catalogues  the  requirements  for  admission,  so 
far  as  composition  is  concerned,  are  indicated  by  the  following 
sentence:  "No  candidate  will  be  accepted  in  English  whose  work 
is  notably  defective  in  point  of  spelling,  punctuation,  idiom,  or 
division  into  paragraphs."  But  this  statement  represents  the  point 
of  view  not  only  of  the  colleges  of  the  country,  but  also  of  the 
better  secondary  schools,  for  the  statement  was  drawn  up  by  the 
various  joint  associations  of  preparatory  schools  and  colleges,  in- 
cluding the  Southern  Association.  In  the  judgment  of  the  best 
secondary  and  collegiate  teachers  of  English  in  the  United  States, 
therefore,  the  points  to  be  emphasized  in  the  teaching  of  composi- 
tion are  spelling,  punctuation,  diction,  and  the  structure  of  the 
sentence  and  of  the  paragraph. 

The  few  general  principles  that  govern  the  management  of  these 
elements  are  set  forth  in  every  good  high-school  rhetoric,  and  with 
these  principles  every  student  of  composition  should  be  gradually 
familiarized  both  practically  and  theoretically. 

The  work  in  composition  should  be  correlated  with  that  in  gram- 
mar by  applying  the  principles  of  grammar  to  the  correction  of 
the  pupil's  own  errors  in  inflection  or  in  syntax.  It  should  be  cor- 
related with  that  in  literature  by  deducing  the  principles  of  compo- 
sition from  prose  masterpieces,  by  applying  these  principles  in 
turn  to  the  other  selections  studied,  and  by  frequently  assigning, 
themes  from  the  literary  masterpieces,  both  from  those  studied  in 
the  class  and  from  those  read  at  home.  This  is  a  point  of  vital  im- 
portance, since  most  great  writers  have  become  such  largely  through 
the  copious  reading  and  careful  study  of  good  literature. 


24  .  High  School  Bulletin 

Moreover,  the  work  in  composition  should  be  correlated  with  that 
in  all  the  other  subjects  taught  in  the  high  school  by  occasionally 
selecting  themes  from  those  departments  and  by  the  departmental 
teachers  requiring  .good  English  in  every  exercise  handed  him. 
The  teachers  of  history  and  foreign  languages  can  greatly  help 
the  teacher  of  English  and  themselves  by  requiring  frequent  writ- 
ten exercises;  and  the  English  teacher  should  at  times  accept  as 
exercises  in  composition  the  papers  prepared  for  the  teachers  of 
history  and  foreign  languages. 

Above  all,  the  composition  work  must  not  be  divorced  from  the 
pupil's  life.  Hence  most  of  the  subjects  should  be  such  as  natu- 
rally arise,  in  which  he  is  already  interested  or  can  easily  become 
interested.  Even  grown  people  write  and  speak  ill  when  an  oppor- 
tunity is  made  instead  of  seized.  In  a  word,  the  pupil  must  be 
made  to  see  that  he  studies  composition,  not  to  be  able  to  get  up 
an  essay  for  public  reading  on  Friday  afternoons,  but  to  enable 
him  to  think,  to  write,  and  to  speak  the  more  clearly  and  effectively 
on  whatever  topic  engages  his  attention  at  any  time  and  in  any 
place. 

As  already  stated  incidentally,  the  practice  should  be  abundant; 
and,  if  the  plan  suggested  is  followed,  the  most  effective  sort  of 
practice  would  be  given  every  day,  without  the  student's  knowing 
it.  Certainly  no  week  should  pass  without  some  regular  written 
exercise.  These  exercises  should  be  corrected  and,  when  necessary, 
rewritten  in  the  light  of  the  suggestions  made  by  the  teacher.  It 
would  be  of  immense  advantage  for  the  teacher  to  hold  occasional 
personal  conferences  with  each  student  concerning  his  compositions. 

It  is  believed,  too,  that  it  is  best  to  have  the  instruction  in  com- 
position and  rhetoric  based  on  some  good  text-book.  And  it  is 
expected  that  the  graduate  of  the  affiliated  high  school  will  have 
mastered  theoretically  and  practically  a  book  of  the  grade  indicated 
in  the  bibliography. 

To  the  work  in  composition,  practical  and  theoretical,  may 
profitably  be  devoted,  as  a  rule,  from  two-fifths  to  one-half  the 
total  time  allotted  to  English. 

Bibliography. 

1.  Text-Books  Suitable  for  High  Schools :  Carpenter's  Rhetoric 
and  English  Composition  (M.)  ;  Espenshade's  The  Essentials  of 


English  in  the  High  School  25 

Composition  and  Rhetoric  (Heath)  ;  Gardiner,  Kittredge,  and  Ar- 
nold's Manual  of  Composition  and  Rhetoric  (G-.)  ;  Genung's  Out- 
lines of  Rhetoric  (G.)  ;  Herrick  and  Damon's  Composition  and 
Rhetoric  for  Schools  (Scott)  ;  Scott  and  Denny's  Elementary  Eng- 
lish Composition  and  Composition-Rhetoric  or  Composition-Litera- 
ture (Al.). 

2.  Books  for  the  Teacher  and  for  Eeference:     Wendell's  Eng- 
lish Composition  (Scribners,  New  York)  ;  Genung's  The  Working 
Principles  of  Rhetoric  (G.)  ;  Gemmg's  Rhetorical  Analysis  (G.)  ; 
Hill's  The  Principles  of  Rhetoric    (Harpers,  New  York)  ;  Bald- 
win's A  College  Manual  of  Rhetoric  (Longmans)  ;  Lament's  Eng- 
lish Composition  (Scribners) ;  Gardiner's  The  Forms  of  Prose  Lit- 
erature   (Scribners)  ;    Newcomers   Elements   of  Rhetoric    (H.)  ; 
Brewster's  Studies  in  Structure  and  Style  (M.)  ;  Hart's  Handbook 
of  Composition  (Eldredge  &  Bro.,  Philadelphia)  ;  Scott  and  Den- 
ny's Paragraph-writing  (Al.)  ;  Webster's  English  Composition  and 
Literature  (Ho.)  ;  Woolley's  Handbook  of  Composition  (Heath)  ; 
DeQuincey's  Essays  on  Style,  Rhetoric,  and  Language,  edited  by 
Scott   (AL)  ;  Brewster's  Representative  Essays  on  the  Theory  of 
Style  (M.)  ;  Baker's  Principles  of  Argumentation  (G.)  ;  Brewster's 
Specimens  of  Narration   (H.)  ;  Baldwin's  Specimens  of  Descrip- 
tion (H.)  ;  Lament's  Specimens  of  Exposition  (H.). 

3.  Pedagogical  Books :    See  3  under  Bibliography  to  Grammar. 

IV.       LITERATURE. 

It  is  now  a  commonplace,  yet  one  that  can  not  be  too  often  re- 
peated, that  the  study  of  literature  consists  in  the  first-hand,  intel- 
ligent, and  sympathetic  study  of  masterpieces,  not  in  the  learning 
of  what  some  one  else  has  said  about  these  masterpieces.  How, 
then,  shall  they  be  studied?  It  has  already  been  suggested  that 
from  these  literary  monuments  may  be  deduced  the  principles  of 
grammar  and  of  composition ;  and  that  these  principles  in  turn  will 
help  to  elucidate  the  meaning  of  the  masterpieces.  Of  course, 
grammatical  and  rhetorical  analysis  may  be  carried  so  far  as  to 
take  the  life  out  of  the  best  piece  of  literature  in  the  world;  but 
this  would  be  impossible  with  a  judicious  teacher.  And  a  modicum 
of  such  analysis  is  not  only  a  test  of  the  student's  comprehension, 
but  is  perhaps  indispensable  to  the  full  understanding  of  most 
literature. 


26  High  School  Bulletin 

Again,  a  piece  should  be  studied  in  its  historical  setting :  its  rela- 
tion to  its  -author,  the  country  in  which  he  lived,  the  tendencies  of 
the  times,  etc.  Thus  the  work  in  literature  supplements  that  in 
history  and  vice  versa.  By  the  judicious  assignment  of  biographi- 
cal and  historical  topics  to  the  pupil  he  is  not  only  interested  from 
the  outset,  but  he  has  prepared  for  himself  the  best  possible  back- 
ground for  the  more  strictly  literary  study  that  is  to  follow. 

These  preliminary  issues  settled,  one  may  take  up  the  selection 
itself.  When  possible,  it  should  be  read  in  its  entirety  in  one  or 
two  sittings  at  home  in  order  that  everyone  may  acquire  a  working 
knowledge  of  the  piece  as  a  whole.  A  good  help  to  the  acquisition 
of  such  knowledge  and,  also,  a  test  is  to  require  a  brief,  coherent 
summary  of  the  whole  in  the  best  possible  English  or  occasionally  in 
skeleton  outline  only.  Then  comes  the  time  for  a  minute  study :  for 
the  solving  of  specially  difficult  passages ;  for  the  dwelling  on  others- 
noteworthy  for  nobility  of  thought  and  for  beauty  of  expression; 
for  the  occasional  memorizing  of  such  passages ;  finally,  for  the  con- 
sideration of  the  artistic  worth  of  the  whole  and  an  adequate  ap- 
preciation of  what  the  masterpiece  stands  for  in  the  world  of 
thought  and  in  the  life  of  man. 

All  that  has  been  said  above  applies  equally  to  every  type  of  lit- 
erature. But  the  artistic  element  of  the  masterpiece  varies  with  the 
type;  we  look,  for  instance,  for  different  qualities  in  the  lyric  from 
what  we  do  in  the  drama,  and  in  the  essay  from  what  we  do  in  the 
novel.  Accordingly,  every  piece  of  literature  should  be  studied  in 
the  light  of  the  principles  of  the  type  to  which  it  belongs.  The 
pupil  should  be  led  to  discover  what  are  the  essential  characteristics 
of  the  type  studied.  Books  especially  helpful  to  the  teacher  in  this 
regard  are  named  below  under  the  head  of  literary  criticism. 

If  thus  far  much  has  been  said  of  summarizing,  of  types,  and  the 
like,  and  little  of  the  spirit,  it  is  because  to  the  writer  there  is  no 
known  way  of  getting  to  the  immaterial  and  spiritual  except 
through  the  material  (words,  paragraphs,  verses,  plot,  characteriza- 
tion,, etc.)  ;  and  because  he  does  not  believe  it  possible  intelligently 
to  enjoy  the  spirit  of  literature  without  first  being  able  fairly  to 
understand  its  elements.  Even  the  Divine  Being  was  not  genuinely 
apprehensible  to  mortals  until  He  took  upon  himself  the  form  of 
man.  But  the  writer  believes  that  it  is  the  spirit  that  giveth  life 
in  literature  as  well  as  in  religion;  and  that  the  appreciation  of 


English  in  the  High  School  27 

the  spirit  of  literature  should  be  the  goal  of  all  English  teaching. 
He  is  convinced,  moreover,  that  a  faithful  trial  of  the  above  plan, 
which  is  substantially  that  of  all  the  more  successful  teachers  of 
literature,  will  not  only  rescue  the  teaching  of  English  literature 
from  much  of  its  vagueness,  but  will  also  give  it  body  and  soul. 

In  literature,  as  in  grammar  and  composition,  it  is  best,  it  is 
believed,  to  base  the  instruction  on  a  good  text-book,  but,  as  already 
indicated,  not  to  limit  it  thereto.  The  systematic  history  of  Eng- 
lish and  American  literature  should  not  be  attempted  until  the  later 
years  of  the  high-school  course;  but  by  the  end  of  that  period  the 
student  should  have  mastered  the  broader  outlines  of  the  history  of 
English  and  American  literature  as  given  in  text-books  of  the 
grade  indicated  in  the  bibliography.  It  is  suggested,  therefore, 
that  in  the  earlier  years  the  histories  be  used  merely  as  reference 
books,  and  that  the  consecutive  and  detailed  study  thereof  be  de- 
ferred until  the  final  year  of  the  high  school. 

Of  course,  a  real  mastery  of  these  text-books  carries  with  it  the 
intelligent  and  sympathetic  study  at  first-hand  of  a  large  number 
of  literary  masterpieces,  both  in  prose  and  verse.  And  this  sym- 
pathetic study  of  the  masterpieces,  as  I  said  at  the  outset,  is  worth 
infinitely  more  than  merely  to  know  the  history  of  English  litera- 
ture. Which  masterpieces  should  be  read  or  studied  in  a  given 
year,  will  vary  somewhat  with  the  previous  training,  and  the  attain- 
ments of  the  particular  class,  and,  sometimes,  especially  in  the 
supplementary  reading,  with  the  individuals  of  a  class.  The  final 
arbiter  of  which  masterpieces  a  class  should  read  or  study  and  in 
which  year,  therefore,  must  be  the  individual  teacher.  It  is  hoped, 
however,  that  the  "Graded  List  of  Classics"  suggested  below,  made 
by  request  and  after  consultation  with  some  of  the  best  English 
teachers  of  our  State,  may  be  of  service  to  teachers  as  well  as  to 
students.  The  list  includes  only  the  works  adopted,  for  the 
entrance  requirements  for  the  years  1909-1911,  by  the  various  asso- 
ciations of  preparatory  schools  and  colleges  throughout  the  United 
States,  including  the  Southern  Association.  The  grading,  however, 
has  been  done  by  the  writer  after  consultation  with  the  teachers 
referred  to  above.  The  chief  criterion  in  the  grading  has  been  the 
relative  difficulty  of  the  classics  as  viewed  by  the  writer;  for  this 
reason,  the  first  year  is  devoted  chiefly  to  American  literature; 
and  Chaucer,  Spenser,  and  Milton  are  put  in  the  last  year.  In 


28  High  School  Bulletin 

English  poefay,  except  for  dislocations  due  to  difficulty  (as  in 
Chaucer,  Spenser,  and  Milton),  or  to  unquestioned  supremacy  (as 
in  Shakespeare),  the  order  is  roughly  chronological,  the  Classical 
School  coming  in  the  second  year,  the  Romantic  School  in  the 
third,  and  the  Victorian  School  in  the  fourth.  For  the  sake  of 
variety,  some  novels  and  some  essays  are  given  to  each  year.  As 
already  stated,  the  list  is  neither  prescriptive  nor  prescriptive,  but 
suggestive.  The  only  suggestion  that  the  writer  cares  to  offer  con- 
cerning the  selection  of  books  from  any  one  of  these  years  is  this: 
those  books  should  be  chosen  that  are  best  adapted  to  arouse  in 
the  particular  class  a  love  of  the  best  literature.  At  least  four 
such  classics,  it  is  thought,  should  be  taken  up  in  class  a  year. 

But  aside  from  the  class-room  reading  and  study  of  the  master- 
pieces, the  high-school  student  should  do  much  supplementary 
reading,  some  under  direction  and  some  at  his  own  will.  He  should 
read,  say,  at  least  four  books  a  year,  and  should  occasionally  make 
written  reports  thereon.  The  books  for  this  supplementary  reading 
may  be  chosen  from  the  books  on  the  "Graded  List  of  Classics," 
that  have  not  been  set  apart  for  class-room  use  (in  reading  or  in 
study),  or  from  the  appended  "Graded  List  of  Books  for  Supple- 
mentary Reading,"  or  from  both,  or  from  whatever  source  may  seem 
wisest  to  the  teacher.  With  only  a  few  modifications  (duly  noted), 
the  "List  of  Books  for  Supplementary  Reading"  is  that  prepared 
and  published  by  the  National  Educational  Association  in  1899. 

Intelligent  class-room  study  and  general  reading  alike  will  be 
impossible  without  a  small  but  well  selected  school  library;  and 
superintendents,  principals,  and  teachers  are  urged  to  make  every 
effort  to  secure  such  a  library  immediately. 

Bibliography. 

1.     Text-Books  Suitable  for  High  Schools : 

(a)  Histories  of  English  Literature:     Halleck's  English  Lit- 
erature (A.  B.  C.)  ;  Moody  and  Lovett's  A  First  View  of  English 
Literature   (Scribners)  ;  Newcomer's  English  Literature   (Scott)  ; 
Pancoast's  Introduction  to  English  Literature  (H.)  ;  Simonds's  A 
Student's  History  of  English  Literature  (Ho.). 

(b)  Histories  of  American  Literature:     Bronson's  American 
Literature    (Heath)  ;  Newcomer's  American  Literature    (Scott)  ; 


English  in  the  High  School  29 

Pancoast's  Introduction  to  American  Literature  (H.) ;  Pattee's 
A  History  of  American  Literature  (Silver). 

(c)  Texts:  The  Kiverside  Literature  Series  (Ho.)  ;  The  Lake 
English  Classics  (Scott)  ;  The  Students'  Series  of  English  Classics 
(Leach)  ;  Longmans'  English  Classics  (Longmans)  ;  Macmillan's 
Pocket  Classics  (M.)  ;  English  Headings  (H.)  ;  Standard  English 
Classics  (G.);  Gateway  Series  of  English  Texts  (A.  B.  C.)  ; 
Heath's  English  Classics  (Heath) ;  Palgrave's  Golden  Treasury  of 
the  Best  Songs  and  Lyrics  in  the  English  Language  (various  pub- 
lishers)., and  the  "second  series"  of  the  same  (M.)  ;  Syle's  English 
Poems  from  Milton  to  Tennyson  (Al.)  ;  Scudder's  American 
Poems  (Ho.)  ;  Weber's  The  Southern  Poets  (M.)  ;  Trent's  South- 
ern Writers  (M.). 

2.     Books  for  the  Teacher  and  for  Reference: 

(a)  History  of  English  and  American  Literature:    Ten  Brink's 
Early  English  Literature,  2  vols.    (H.)  ;  Brooke's  Early  English 
Literature  and  English  Literature  from  the  Beginning  to  the  Nor- 
man Conquest  (M.)  ;  Schofield's  English  Literature  from  the  Nor- 
man Conquest  to  Chaucer  (M.)  ;  Saintsbury's  Elizabethan  Litera- 
ture, Nineteenth  Century  Literature,  and  A  Short  History  of  Eng- 
lish Literature  (M.)  ;  Gosse's  Eighteenth  Century  Literature  (M.)  ; 
Brooke's   English    Literature    (M.)  ;    Taine's   English   Literature 
(H.)  ;  Richardson's  American  Literature,  2  vols.   (Putnams,  New 
York) ;  Trent's  American  Literature  (Ap.)  ;  Stedman's  American 
Poets  and  Victorian  Poets  (Ho.)  ;  Holli day's  History  of  Southern 
Literature   (Neale  Publishing  Co..,  New  York). 

(b)  Biography:'    The  English  Men  of  Letters  Series    (M.)  ; 
The  Great  Writers  Series  (Walter  Scott),  to  each  volume  of  which 
is  appended  a  bibliography;  Modern  English  Writers  Series  (Dodd, 
Mead,  &  Co.)  ;  Sidney  Lee's  Life  of  Shakespeare  (M.)  ;  Stephen's 
Dictionary  of  National  Biography  (36  vols.,  M.)  ;  American  Men 
of  Letters  Series  (Ho.). 

(c)  Literary   Criticism:     Winchester's  Principles  of  Literary 
Criticism   (M.)  ;  Cross's  The  Development  of  the  EngUsh  Novel 
(M.)  ;  Perry's  A  Study  of  Prose  Fiction  (Ho.)  ;  Moul  ton's  Shakes- 
peare as  a  Dramatic  Artist  (F.)  ;  Dowden's  Shakespeare;  His  Mind 
and  Art    (Lemcke   &  Buechner,  New  York)  ;  Bradley's  Shakes- 
pearean Tragedy  (M.)  ;  Baker's  The  Development  of  Shakespeare 
as  a  Dramatist  (M.)  ;  Brandes's  William  Shakespeare:  A  Critical 


30  High  School  Bulletin 

Study  (M.) ;  Freytag's  Technique  of  the  Drama  (S.  C.  Griggs  & 
Co.,  Chicago) ;  Woodbridge's  The  Drama:  Its  Law  and  Its  Tech- 
nique (Al.) ;  Stedman's  The  Nature  of  Poetry  (Ho.)  ;  Gayley 
and  Scott's  Methods  and  Materials  of  Literary  Criticism  (G.), 
with  a  full  bibliography;  Brooke's  Tennyson:  His  Art  and  Rela- 
tion to  Modern  Life  (P.)  ;  Brooke's  The  Poetry  of  Robert  Brown- 
ing (C.) ;  Brooke's  Milton  (Ap.)  ;  Maynadier's  The  Arthur  of  the 
English  Poets  (Ho.). 

(d)  Texts:     The  Globe  Edition  of  the  Poets  (M.)  ;  The  Cam- 
bridge Edition  of  the  Poets   (Ho.) ;  The  Athenaeum  Press  Series 
(G.) ;  annotated,  editions  of  Shakespeare:  Furness's   (Lippincott, 
Philadelphia),  Rolfe's  (A.  B.  C.),  Verity's  (P.),  Hudson's  (G.), 
The  Arden  (Heath)  ;  Ward's  The  English  Poets  (4  vols.,  M.),  the 
best  anthology;  Palgrave's  The  Golden  Treasury  of  the  Best  Songs 
and  Lyrics  in  the  English  Language  (M.)  ;  Hales's  Longer  English 
Poems  (M.)  ;  Manly's  English  Poetry  (G.)  ;  Pancoast's  Standard 
English   Poems    (H.)  ;    Stedman    and    Hutchinson's   Library    of 
American  Literature  (6  vols.^  The  Century  Company,  New  York)  ; 
Stedman's  Victorian  Anthology  and  American  Anthology   (Ho.)  ; 
Carpenter  and  Brewster's  Modern  English  Prose    (M.)  ;   Craik's 
English  Prose  Selections,  5  vols.  (M.)  ;  Cook  and  Tinker's  Trans- 
lations from  Old  English  Poetry  (G.)  ;  Hall's  Beowulf  (Heath), 
or  Child's  Beowulf  (Ho.),  the  former  a  metrical  and  the  latter  a 
prose  translation,  etc.,  etc. 

(e)  Dictionaries,     etc.:     Webster's    International     (Merriam, 
Springfield,  Mass.)  ;  The  Century  Dictionary  (The  Century  Com- 
pany, New  York)  ;  Gayley's  Classic  Myths  in  English  Literature 
(G.) ;  Adams's  Dictionary  of  American  Authors  (Ho.)  ;  Ryland's 
Chronological  Outlines  of  English  Literature   (M.)  ;  Whitcomb's 
Chronological  Outlines  of  American  Literature  (M.)  ;  etc.,  etc. 

3.     Pedagogical  Books :    See  3  under  Bibliography  to  Grammar. 

Graded  List  of  Classics  for  Reading  and  for  Study. 
First  Year. 

Bunyan :    Pilgrim's  Progress,  Part  I. 

Franklin :    Autobiography. 

Irving:    The  Sketch  Book. 

Longfellow :     The  Courtship  of  Miles  Standish. 


English  in  the  High  School  31 

Lowell :    The  Vision  of  Sir  Launfal. 

Macaulay:    Lays  of  Ancient  Rome. 

Scott:     Ivanhoe,  The  Lady  of  the  Lake,  Quentin  Durward. 

Shakespeare :    The  Merchant  of  Venice. 

Washington :    Farewell  Address*  (see  Burke  under  fourth  year) . 

Webster:    Bunker  Hill  Oration*  (see  Burke  under  fourth  year). 

Second  Year. 

Addison :     The  Sir  Roger  de  Coverley  Papers  in  The  Spectator. 
George  Eliot:     Silas  Marner. 

Goldsmith :    The  Deserted  Village,  The  Vicar  of  Wakefield. 
Hawthorne:     The  House  of  Seven  Gables. 

Palgrave's  Golden  Treasury   (First  Series),  Books  II  and  III, 
with  especial  attention  to  Dryden,  Collins,  Gray,  Cowper,  Burns. 
Poe :    Poems. 

Pope:     The  Rape  of  the  Lock. 
Shakespeare :    As  You  Like  It,  Julius  Ccesar. 

Third  Year. 

Blackmore:     Lorna  Doone. 
Byron:    Mazeppa,  The  Prisoner  of  Chillon. 
Carlyle:    Essay  on  Burns*  (or  Macaulay's  Life  of  Johnson). 
Coleridge:     The  Ancient  Mariner. 
De  Quincey:     Joan  of  Arc,  The  English  Mail  Coach. 
Dickens:    A  Tale  of  Two  Cities. 
Mrs.  Gaskell:     Cranford. 

Macaulay:    Life  of  Johnson*  (or  Carlyle's  Essay  on  Burns). 
Palgrave's  Golden  Treasury  (first  series),  Book  IV,  with  especial 
attention  to  Wordsworth,  Keats,  Shelley. 
Shakespeare:    Henry  V,  Twelfth  Night. 

Fourth  Year. 

Arnold:     Solirdb  and  Rustum. 

Bacon :    Essays. 

Browning:    Select  Poems  (Cavalier  Tunes,  Evelyn  Hope,  Herve 


*  Throughout  this  list  a  star  indicates  that  the  book  starred  is  recom- 
mended, by  the  various  associations  of  preparatory  schools  and  colleges, 
for  more  particular  study;  but  the  University  of  Texas  prefers  to  leave  the 
selection  of  such  books  to  the  individual  teacher. 


32  High  School  Bulletin 

Riel,  Home  Thoughts  from  Abroad,  Rome  Thoughts  from  the 
Sea,  How  They  Brought  the  Good  News  from  Ghent  to  Aix,  Inci- 
dent of  the  French  Camp,  One  Word  More,  Pheidippides,  The  Boy 
and  the  Angel,  The  Lost  Leader] . 

Burke:  Speech  on  Conciliation  with  America*  (or-  Washing- 
ton's Farewell  Address  and  Webster's  First  Bunker  Hill  Oration). 

Carlyle :    Heroes  and  Hero  Worship. 

Chaucer :     Prologue. 

Emerson:     Essays  (selected). 

Lamb:     Essays  of  Elia. 

Milton:     Comus*  11  Penseroso*  U  Allegro*  Lycidas* 

Ruskin :    Sesame  and  Lilies. 

Shakespeare:    Macbeth* 

Spenser:    Faerie  Queene  (selections). 

Tennyson:  Gareth  and  Lynette,  Launcelot  and  Elaine,  The 
Passing  of  Arthur. 

Thackeray :    Henry  Esmond. 

Graded  List  of  Books  for  Supplementary  Reading. 
First  Year. 

Aldrich,  Thomas  Bailey:     Story  of  a  Bad  Boy. 

Allen,  James  Lane:  Flute  and  Violin,  and  Other  Kentucky 
Tales  and  Romances  (substituted  for  his  The  Choir  Invisible,  which 
latter  is  recommended  by  the  National  Educational  Association). 

Austin,  Jane  C. :     Betty  Alden. 

Burroughs,  John:     Sharp  Eyes. 

Chesterfield,  Lord :     Letters. 

De  Amicis,  Edmondo :     Cuore. 

Dana,  Richard  Henry,  Jr. :     Two  Years  Before  the  Mast. 

Dickens,  Charles :    Nicholas  Nickleby. 

Dodge,  Mary  Mapes :    Hans  Brinker. 

Franklin,  Benjamin:     Autobiography. 

Grrinnell,  George  Bird :     The  Story  of  the  Indian. 

Hale,  Edward  Everett:    Man  Without  a  Country. 

Hawthorne,  Nathaniel :    Wonder  Book. 

Hawthorne,  Nathaniel:     Tanglewood  Tales. 

Hughes,  Thomas :    Tom  Brown  at  Rugly. 

Irving,  Washington:     Sketch  Book. 


English  in  the  Higli  School  33 

Irving,  Washington :    Life  of  Washington,  edited  by  Fiske. 

Jewett,  Sarah  Orne :     Tales  of  New  England. 

Kipling,  Kudyard:    Jungle  Book  No.  1. 

Kipling,  Eudyard :    Jungle  Book  No.  2. 

Lamb,  Charles:     Tales  of  Shakespeare. 

Lincoln,  Abraham :     Inaugural  and  Gettysburg  Speech. 

Longfellow,  Henry  Wadsworth :     Tales  of  a  Wayside  Inn. 

Macanlay,  Thomas  Babbington:    Letters. 

Macdonald,  George :    Back  of  the  North  Wind. 

Page,  Curtis  Hidden,  Editor:  The  Chief  American  Poets 
(added). 

Page,  Thomas  Nelson:    In  Ole  Virginia  (added). 

Scott,  Sir  Walter:    Ivanhoe. 

Scott,  Sir  Walter :     Quentin  Durward. 

Scudder,  Horace  E.,  Editor:    American  Poems  (added). 

Scudder,  Horace  E.,  Editor:    American  Prose  (added). 

Shakespeare,  William :    Merchant  of  Venice. 

Trent,  William  Peterfield,  Editor:     Southern  Writers  (added). 

Warner,  Charles  Dudley :    Being  a  Boy. 

Washington,  George :    Rules  of  Conduct,  Farewell  Address. 

Weber,  William  Lander,  Editor:  Selections  from  the  Southern 
Poets  (added). 

Webster,  Daniel :    Bunker  Hill  Speeches. 

Whittier,  John  Greenleaf :     Snow  Bound. 

Second  Year. 

Brown,  Dr.  John :  Rob  and  His  Friends. 

Browning,  Mrs.  Elizabeth  Barrett:  Lyrics  and  Sonnets  ("Cry 
-of  the  Children"}. 

Chester,  Eliza :     Girls  and  Women. 

Cooper,  James  Fennimore:     The  Last  of  the  Mohicans. 

Dickens,  Charles:     Tale  of  Two  Cities. 

Eggleston,  Edward :     The  Hoosier  Schoolmaster. 

Fiske,  John :    The  War  of  Independence. 

Froude,  James  Anthony :     Julius  Ccpsar. 

Griffis,  William  Eliot :    Brave  Little  Holland. 

Hale,  Edward  Everett,  Editor:     Bulfinch's  Mythology. 

Hawthorne,  Nathaniel :    Twice  Told  Tales. 

Irving,  Washington :     Tales  of  a  Traveler. 


34  High  School  Bulletin 

Kaufmann,  Rosalie:     Young  Folks'  Plutarch. 

Lake  Poets:     Wordsworth,  Coleridge,  Southey. 

Lowell,  James  Russell :     Vision  of  Sir  Launfal. 

Miller,  Olive  Thome:    Little  People  of  Asia. 

Mulock,  Dina  Maria :    John  Halifax,  Gentleman. 

Palgrave,  Francis  T.,  Editor:  The  Golden  Treasury  of  Songs 
and  Lyrics  (added). 

Plato:     Apology  of  Socrates. 

Pope,  Alexander:  Translations  from  the  Iliad  (Books  I,  VI, 
XXII,  XXIV). 

Preston  and  Dodge :    The  Private  Life  of  the  Romans. 

Rolfe,  William  J. :    Shakespeare  the  Boy. 

Eoosevelt,  Theodore :    Ranch  Life  and  the  Hunting  Trail. 

Roosevelt,  Theodore,  and  Lodge,  Henry  Cabot :  Hero  Tales  from 
American  History. 

Scott,  Sir  Walter:     Lady  of  the  Lake. 

Scott,' Sir  Walter:     Marmion. 

Scott,  Sir  Walter:     Kenilworth. 

Shakespeare,  William:    Julius  Ccesar. 

Stockton,  Francis  Richard :    Rudder  Grange  Stories. 

Warner,  Charles  Dudley:     Backlog  Studies. 

Third  Year. 

Arnold,  Matthew :     Critical  Essays. 
Blackmore,  Richard  Doddridge :    Lorna  Doone. 
Church,  Alfred  John :    Roman  Life  in  the  Days  of  Cicero. 
Craddock,  Charles  Egbert:     The  Prophet  of  the  Great  Smoky 
Mountains. 

Curtis,  George  William :    Prue  and  I. 

Dickens,  Charles:     Dombey  and  Son. 

Dryden,  John :    Palamon  and  Arcite. 

Ebers,  Georg:     Uarda. 

Eliot,  George :    Silas  Marner. 

Emerson,  Ralph  Waldo :    Essay  on  Friendship. 

Fiske,  John:    Political  Ideas. 

Goldsmith,   Oliver:     Vicar  of  Wakefield. 

Hawthorne,  Nathaniel :    Our  Old  Home. 

Henty,  George  Alfred :     Wulf  the  Saxon. 

Henty,  George  Alfred :     The  Young  Carthaginian. 


English  in  the  High  School  35 

Holmes,,  Oliver  Wendell:     Autocrat  of  the  Breakfast  Table. 
Irving,  Washington:     Legends  of  the  Alhambra. 
Kingsley,  Charles:     The  Roman  and  the  Teuton. 
Lowell,  James  Enssell :     Critical  Essays. 
Macaulay,  Thomas  Babington:     Lord  Clive. 
Milton^  John:     Minor  Poems. 
Milton,  John:    Paradise  Lost  (Books  I  and  II). 
Palgrave,  Francis  T.,  Editor:     The  Golden  Treasury  of  Songs 
and  Lyrics,  Second  Series   (added). 

Phillips,  Wendell:     Lectures  and  Speeches. 
Shakespeare,  William  :    Richard  II. 
Shakespeare,  William :    Twelfth  Night. 
Shakespeare,  William:     Macbeth. 
Stevenson,  Eobert  Louis:     kidnapped. 
Thackeray,  William  Makepeace:     The  Newcomes. 
Wallace,  Lew:     Ben  Bur. 
Winthrop,  Theodore :    John  Brent. 

Fourth  Year. 

Addison,  Joseph :  Sir  Roger  de  Coverley  Papers  in  The  Spec- 
tator. 

Austen,  Jane :     Pride  and  Prejudice. 

Black,  William  :    Judith  Shakespeare. 

Bryce,  James:     American  Commomuealth  (a'bridged). 

Burke,  Edmund :    Speech  on  Conciliation  with  America. 

Carlyle,  Thomas:    Essay  on  Burns  (with  Poems  by  Burns). 

Chaucer,  Geoffrey :  Selections  from  The  Canterbury  Tales,  done 
into  Modern  English  by  W.  W.  Skeat,  several  volumes  (added). 

Coleridge,  Samuel  Taylor:    Rime  of  the  Ancient  Mariner. 

Dickens,  Charles:     David  Copperfield. 

Ebers,  Georg:    Egyptian  Princess. 

Emerson,  Ealph  Waldo :     Conduct  of  Life. 

Emerson,  Ealph  Waldo :    Essay  on  Manners. 

Eliot,  George:    Romolo. 

Fiske,  John:     Critical  Period  of  American  History. 

Fiske,  John:     The  Destiny  of  Man. 

Gaskell,  Mrs.  Elizabeth :    Life  of  Charlotte  Bronte. 

Hawthorne,  Nathaniel:     The  Marble  Faun. 

Macaulay,  Thomas  Babington :     Warren  Hastings. 


36  High  School  Bulletin 

Macaulay,  Thomas  Babington:    Milton  -and  Addison. 

Mackenzie,  Kobert:    The  Nineteenth  Century. 

Palgrave,  Francis  T.,  Editor:  The  Golden  Treasury  of  Songs 
and  Lyrics  (added). 

Kiis,  Jacob  August:    How  the  Other  Half  Lives. 

Euskin^  John :    Sesame  and  Lilies. 

Schurz,  Carl:    Abraham  Lincoln. 

Shakespeare,  William :    Hamlet. 

Spencer,  Herbert:     On  Style  (Part  I). 

Tennyson,  Alfred:     The  Princess. 

Tennyson,  Alfred:  Enoch  Arden,  The  Idylls  of  the  King  (both 
added). 

Thackeray,  William  Makepeace:    Henry  Esmond. 

Thoreau,  Henry  David:     Walden. 

Warner,  Charles  Dudley:    My  Summer  in  a  Garden. 

Winter,  William:     Shakespeare's  England. 


HISTORY  AND  CIYICS  IN  THE  HIGH  SCHOOL 

(The  following  units  ma.j  be  offered: 

Ancient  History,  1  unit. 

Mediaeval  and  Modern  History,  1  unit. 

English  History,  1  Unit. 

American  History,  J  or  1  unit.) 

History  should  be  so  taught  in  the  high  school  as  to  assist  in 
developing  in  the  students  an  intelligent  insight  into  the  nature 
and  significance  of  the  national  life.  They  should  be  trained  to 
look  behind  the  tales  full  of  human  interest  that  drew  them  towards 
the  subject  in  the  lower  grades,  and  study  it  rather  as  a  process  of 
political  and  social  evolution  which  goes  on  naturally  and  is  theo- 
retically capable  of  scientific  explanation  in  all  its  aspects.  Above 
all  things,  they  should  be  led  to  cultivate  the  habit  of  organizing 
the  details  of  the  information  they  gather  into  a  systematic  body  of 
knowledge,  capable  of  control  and  use  for  the  acquisition  of  more. 
Knowledge  thus  organized,  whatever  may  be  its  subject-matter, 
is  properly  called  science.  That  method  of  teaching  any  subject, 
from  pure  mathematics  to  literature,  which  strives  to  fill  the 
memory  with  a  chaotic  mass  of  unrelated  facts  can  not  be  too 
strongly  condemned.  Owing  to  the  special  difficulties  that  lie  in 
the  way  of  giving  rational  and  complete  organization  to  historical 
knowledge,  the  method  in  question  is  perhaps  more  mischievous  in 
teaching  history  than  almost  anything  else.  It  is  of  little  use  to 
the  student  to  hand  over  to  him,  as  it  were,  long  lists  of  names  and 
dates  and  bits  of  fragmentary  information  as  to  tfre  public  doings 
and  experiences  of  men.  He  will  never  understand  by  the  help 
of  any  such  instruction  the  real  collective  life  with  which  history 
deals. 

The  best  means  of  organizing  historical  knowledge  is  the  use 
of  outlines,  which  ought  to  be  as  rigorously  logical  as  they  can 
be  made.  The  divisions  into  periods  and  sub-periods  ought  to  cor- 
respond to  natural  divisions  of  the  historical  process  itself.  For 
example,  an  outline  of  American  history  would  have  such  main 
heads  as  the  periods  of  Discovery  and  Exploration,  of  Colonization, 
of  Inter-Colonial  Wars,  etc.,  not  simply  because  this  arrangement 


38  High  School  Bulletin 

will  facilitate  the  work  of  teacher  and  student,  but  because  the 
actual  unfolding  of  the  history  was  by  just  such  stages  or  phases. 
Every  new  period  brings  into  view  a  new  set  of  social  forces  by 
which  it  is  characterized. and  distinguished  from  others;  but  suc- 
cessive periods  usually  overlap,  and  their  demarcation  is  often 
puzzling,  because  the  new  set  of  forces  shows  its  influence  before  the 
old  has.  ceased  to  work.  The  real  problems  of  the  scientific  organi- 
zation of  history  show  themselves  in  outline  making.  They  must 
be  ranked,  for  intellectual  difficulty,  far  above  those  of  explaining 
a  single  action  or  event  by  establishing  a  certain  consecution  of 
facts.  They  require  broad  generalizing  and  fine  discrimination. 
The  high-school  student  may  be  prepared  for  the  struggle  with 
these  problems  that  will  come  when  he  enters  the  university  by 
judiciously  directed  exercises  in  the  construction  and  criticism 
of  outlines  and  summaries.  An  outline  of  the  kind  here  meant  is 
not  simply  a  topical  analysis  of  a  text-book,  but  rather  a  logically 
arranged  table  of  the  units  and  sub-units  that  arise  from  resolving 
a  process  of  historical  evolution  into  its  elements. 

The  use  of  the  outline  should  be  enforced  by  constant  reviews 
that  will  keep  it  before  the  student's  mind.  This  is  the  only  way 
to  save  him  from  being  overwhelmed  by  details,  and  to  give  him  a 
sense  of  real  fruitfulness  in  his  efforts.  ' 

The  teacher  of  history  should  also  strive  to  vitalize  his  work. 
No  student  of  the  subject  will  ever  develop  genuine  insight  and  full 
appreciation  of  the  historical  process  until  the  past,  as  he  studies 
it,  takes  on  for  him  its  old  life.  The  more  of  its  original  concrete- 
ness  and  peculiar  character  he  can  restore,  the  better  he  will  under- 
stand it.  For  this  purpose  he  should  avail  himself,  as  far  as 
possible,  of  whatever  it  has  left  to  the  world.  Its  dress,  tools,  and 
armor;  its  official,  ecclesiastical,  and  social  paraphernalia;  speci- 
mens of  its  art ;  and  above  all  its  literature,  wherein,  more  than  in 
all  else,  appears  the  "very  age  and  body  of  the  time."  Some  of 
these  materials,  and  especialty  extracts  from  the  literature  of  spe- 
cial epochs,  are  available  for  work  in  the  high  school,  and  they 
should  be  used  sufficiently  to  show  the  student  their  value  and  to 
stimulate  his  interest  and  historical  imagination.  Of  course,  no 
large  proportion  of  time  can  be  given  to  their  study  until  the 
university  is  reached,  but  much  will  be  lost  if  they  are  neglected 
altogether.  There  are  now  published  in  convenient  form  several 


History  and  Civics  in  the  High  School  39 

collections  of  extracts  from  the  contemporaneous  literature  of  the 
different  periods  of  English  and  American  history  that  might  profit- 
ably be  used  for  reference,  or  even  as  texts,  in  high  schools.  A 
few  of  the  most  available  of  these  collections  are  as  follows : 

American  History. 

Hart,  Source  Book  of  American  History,  for  Schools  and  Read- 
ers. (The  Macmillan  Co.,  New  York,  1899.)  One  volume;  60 
cent's.  Suitable  for  class  use. 

Old  South  Leaflets  (Old  South  Meeting  House,  Boston)  ;  133 
or  more  numbers.  Single  leaflets,  5  cents;  $4  per  100.  Bound 
volumes  (25  numbers),  $1.50  per  volume. 

American  History  Leaflets.  (Lovell  &  Co.,  New  York.)  More 
than  30  numbers;  10  cents  a  copy. 

4 

English  History. 

Kendall,  Source  Book  of  English  History.  (The  Macmillan  Co., 
New  York,  1900.)  One  volume;  80  cents. 

Colby,  F.  M.,  Selections  from  the  Sources  of  English  History. 
(Longmans,  Green*  &  Co.,  New  York.)  $1.50. 

General  History. 

Munro,  A  Source  Boole  of  Roman  History.  (D.  C.  Heath  & 
Co.,  Boston.)  $1. 

Robinson,  Headings  in  European  History.  (Ginn  &  Co.,  Bos- 
ton.) $1.50. 

It  is  impossible  to  understand  the  history  of  a  country  without 
knowing  its  physiography  and  the  development  of  its  political  geog- 
raphy. Civilization  varies  with  the  natural  adaptabilities  of  the 
land,  and  almost  every  change  of  territorial  limits  is  bound  up 
with  some  crisis  in  national  life.  Therefore  history  necessarily 
presupposes  a  knowledge  of  physical  geography,  and  includes  dili- 
gent attention  to  historical.  For  this  reason  there  should  be  con- 
stant reference  to  relief  and  epoch  maps,  and  especially  a  free  use  of 
outline  maps.  It  is  not  necessary,  but  is  rather  for  historical  pur- 
poses a  waste  of  time,  for  the  students  to  draw  the  outlines.  Neither 
is  it  well  for  them  to  be  trained  merely  to  copy  from  a  model  bo- 
fore  the  eyes.  They  may  begin  with  that,  but  should  not  stop  with 
it.  What  they  should  be  taught  to  do  is  to  fill  in  on  an  outline 


40  High  School  Bulletin 

map,  without  a  model,  the  boundaries  and  the  main  subdivisions  of 
the  country  studied,  at  the  principal  epochs  of  its  history. 

It  goes  without  saying  that  in  history,  as  in  any  subject  what- 
ever, students  should  be  trained  to  accuracy.  No  slipshod  work 
should  be  allowed.  It  is  impossible,  of  course,  for  any  student  to 
reproduce  all  the  numerous  and  complex  details  of  history  from 
memory,  but  he  should  not  be  allowed  to  become  so  careless  a^ 
not  to  correct  himself  constantly.  The  habit  of  inaccuracy  should 
not  be  suffered  to  grow.  One  of  the  strongest  evidences  of  inat- 
tention to  this  principle  in  the  teaching  of  those  students  who 
enter  the  University  is  the  frequent  mispronunciation  of  proper 
names.  If  these  names  are  Greek  or  Latin,  there  are  a  few  simple 
and  easily  applied  rules  that  will  prevent  error  in  most  cases,  and 
these  should  be  learned  and  used  constantly  in  dealing  with  ancient 
history.  As  to  other  names,  students  should  be  referred  to  some 
authority  for  their  correct  pronunciation,  which  should  be  always 
insisted  on. 

Text-Books. 

For  Ancient,  Mediaeval,  and  Modern  History  more  or  less  satis- 
factory high-school  texts  will  be  found  in  the  two-volume  set  of 
Myers  (Ginn  &  Co.),  or  West  (Allyn  &  Bacon)  ;  and  for  the  His- 
tory of  England,  the  manual  by  C.  M.  Andrews,  or  the  History  of 
England  for  Schools,  by  Terry,  is  recommended.  For  American 
History,  it  is  more  difficult  to  find  a  satisfactory  treatment.  The 
available  texts  for  high  schools  are  generally  marked  by  one  of 
three  defects :  Inaccuracy,  want  of  proper  proportion  and  organi- 
zation, and  sectional  prejudice.  Some  that  are,  on  the  whole  and 
with  these  reservations,  most  available  are  Adams  and  Trent's 
History  of  the  United  States,  Johnston's  and  Hart's  Essentials  of 
American  History. 

By  way  of  conclusion,  the  attention  of  teachers  is  earnestly  di- 
rected to  three  books  devoted  to  the  pedagogy  of  history.  They  are 
A  History  Syllabus  for  Secondary  Schools  (Heath,  1904),  pre- 
pared by  a  special  committee  of  the  New  England  History  Teach- 
ers' Association;  Bourne  (H.  E.),  The  Teaching  of  History  and 
Civics  in  the  Elementary  and  Secondary  Schools  (Ginn,  1902)  ; 
and  Mace  (W.  H.),  Method  in  History,  for  Teachers  and  Students 
(Ginn,  1898).  These  books  contain  valuable  outlines  of  various 


History  and  Civics  in  the  High  School  41 

portions  of  the  field  of  history,  discussions  of  methods  of  teaching 
the  subject,  and  lists  of  reference  works  adapted  to  high  school  use. 

CIVICS. 

(One-half  unit  may  be  offered.) 

Closely  related  to  history  in  the  high  school  is  Civics.  In  public 
schools  especially,  it  is  to  be  expected  that  strong  emphasis  will  be 
laid  on  both;  for  the  public  school  is  an  institution  to  promote  the 
general  welfare,,  and  one  of  the  principal  ways  in  which  it  does  this 
is  by  raising  the  standard  of  citizenship.  The  studies  which  con- 
tribute most  directly  to  an  intelligent  grasp  of  the  duties  of  the 
citizen  are  history  and  civics. 

In  the  teaching  of  civics,  two  objects  should  be  kept  in  view : 
One  to  give  the  student  a  practical  knowledge  of  American  politi- 
cal and  social  organization  and  of  the  functions  of  the  citizen  in 
relation  thereto,  and  to  purify  and  confirm  his  standards  of  civic 
righteousness;  the  other  to  set  forth  the  connection  of  the  subject 
with  that  of  political  and  social  science,  as  a  body  of  theoretical 
knowledge  to  be  sought  after  for  its  own  sake.  In  either  case,  the 
teacher  should  not  confine  the  work  to  an  enumeration  of  the  vari- 
ous officials  or  organs  of  government,  nor  a  study  of  the  constitu- 
tional and  statutory  provisions  by  which  their  authorities  and 
duties  are  defined;  he  should  seek  also  to  familiarize  the  student, 
as  far  as  possible,  with  the  actual  working  of  all  parts  of  the  gov- 
ernmental system,  national,  State,  and  local.  This  will  be  least 
difficult,  of  course,  in  the  case  of  the  local  government,  the  machin- 
ery of  which,  whether  for  county,  town,  or  city,  is  at  hand  and 
can  be  observed  in  its  ordinary  operation.  For  the  State  and 
national  government,  it  is,  in  general,  not  practicable;  and  the 
best  substitute  for  direct  observation  lies  in  vivid  description.  It  is 
quite  easy  to  disgust  and  alienate  students  by  requiring  them  to 
memorize  and  repeat  a  mass  of  facts,  whose  significance  they  only 
half  understand;  but  the  same  facts,  when  seen  in  their  proper 
relations  to  each  other  and  their  actual  places  in  an  organized 
system — especially  if  it  is  by  the  student's  own  observation — be- 
come full  of  living  interest.  An  hour  or  two  spent  with  a  county 
or  city  official  in  his  office,  or  a  visit  fo  the  city  council  in  session, 
would  go  further  towards  helping  students  to  understand  the  real 
nature  of  county  or  city  government  than  whole  days  of  study  in  a 
text-book. 


MATHEMATICS  IN  THE  HIGH  SCHOOL 

(Four  units  may  be  offered.) 

The  teacher  of  arithmetic  in  the  graded  or  high  school  should 
have  in  mind  two  principal  aims,  namely,  to  impart  a  comprehen- 
sion of  the  principles  underlying  the  rules  of  computation  and  a 
high  degree  of  accuracy  in  carrying  out  these  computations  on  mod- 
erately large  numbers.  Although  the  accurate  handling  of  com- 
plicated arrays  of  figures  requires  considerable  practice — more 
than  can  be  given  and  more  than  it  is  desirable  to  give  in  the  ordi- 
nary school  course — a  systematic  drill  in  oral  and  written  work 
will,  if  judiciously  employed,  result  in  a  high  degree  of  accuracy 
in  ordinary  work. 

Neat  and  methodical  arrangement  of  all  written  work  should  be 
insisted  upon.  Students  should  be  required  to  check  subtraction 
by  adding  subtrahend  and  remainder,  short  divisions  by  multiply- 
ing divisor  and  quotient. 

The  teaching  of  rational  arithmetic,  i.  e.,  the  principles  under- 
lying the  rules  of  computation,  requires  careful  handling.  In  fact, 
the  demonstration  of  many  of  these  rules  should  be  deferred  until  a 
beginning  is  made  in  algebra.  Thus  the  algorithm  for  finding  the 
greatest  common  factor  of  two  numbers  or  for  extracting  the 
square  root  is  best  deferred  until  algebra  is  begun.  On  the  whole, 
a  review  of  rational  arithmetic  during  the  first  year's  algebra 
would  greatly  improve  the  student's  knowledge  of  both  subjects. 
The  time  devoted  to  practical  arithmetic  is  in  many  schools  ex- 
cessive, and  an  earlier  beginning  in  algebra  would  be  conducive  to 
a  better  knowledge  of  the  reasons  underlying  the  rules  of  compu- 
tation and  to  a  greater  skill  in  actual  numerical  work. 

In  the  teaching  of  algebra,  as  in  all  mathematical  instruction, 
processes,  i.  e.}  an  orderly  deduction  of  theorems,  and  not  memo- 
rizing should  be  the  constant  aim  of  the  teacher. 

Factoring  should  be  taught  by  abundant  drill,  solution  of  quad- 
ratics should  always  be  by  "completing  the  square,"  and  not  by  a 
formula.  The  relations  connecting  the  roots  and  coefficients  should 
be  proved  and  frequently  employed.  The  student  should  be  drilled 
into  an  accurate  practice  in  dealing  with  surds  and  rationalizing 


|Uft"VERSITV 

Mathematics  in  the  HighJSjsjiqffi'  J        43 

^S4£-QRNJ^^ 

processes.  Oral  drills  in  simple  algebraic  reductions  should  be 
freely  used. 

Geometry  is  perhaps  the  best'  and  the  worst  taught  of  all  the 
subjects  in  the  high  school.  The  principal  defect  in  the  teaching 
is  that  the  structure  of  the  various  proofs  is  not  carefully  analyzed 
and  explained.  It  should  be  pointed  out  to  the  student  why  -a  cer- 
tain group  of  theorems  must  necessarily  be  invoked  in  proving  a 
given  theorem,  why  the  drawing  of  certain  auxiliary  lines  and 
planes  are  useful  in  the  proof,  and  why  others  can  not  be;  the 
arrangement  of  the  proof  in  separate  steps  each  with  its  appro- 
priate citation  and  in  due  logical  order  should  be  insisted  on. 
Figures  should  be  accurately  and  neatly  drawn.  Drawing  instru- 
ments suitable  for  the  purposes  can  now  be  bought  for  a  few  cents. 
A  set  of  carefully  graded  originals  should  be  judiciously  used,  and 
in  order  that  the  less  gifted  pupils  be  not  discouraged  by  tasks  be- 
yond their  powers,  the  more  difficult  ones  should  be  assigned  only 
to  the  best  students. 

Before  beginning  the  subject  of  strictly  deductive  geometry,  an 
easy  set  of  exercises  in  drawing,  modeling,  and  paper  folding,  in 
which  the  student  would  become  familiar  with  the  figures  about 
which  he  is  to  reason  deductively  at  a  later  stage,  would  be  most 
useful.  The  teaching  of  solid  geometry  is  much  easier  and  more 
effective  if  supplemented  by  the  use  of  a  few  models,  which  any 
boy  with  the  least  mechanical  turn  can  easily  construct. 

The  teacher  that  can  bring  his  pupils  to  feel  that  they  have  a 
mastery  of  their  geometry,  a  feeling  of  confidence  in  the  integrity 
of  their  own  mental  processes,  has  succeeded  as  a  teacher  of  geom- 
etry. 

In  conclusion,  a  word  may  be  said  as  to  an  important  matter  of 
detail : 

One  of  the  most  effective  methods  not  only  of  inspiring  but  of 
sustaining  the  learner's  interest  in  geometry  is  to  require  each 
pupil  to  keep  a  notebook  in  which  are  entered  carefully  drawn 
figures  and  accurately  worded  proofs  of  originals,  and  such  other 
theorems  as  may  be  deemed  desirable.  Such  books  should  be  in- 
spected by  the  teacher,  and  be  graded  both  for  neatness  and  accu- 
racy. 


44  High  School  Bulletin 

A.     Arithmetic. 

While  the  University  of  Texas  does  not  require  a  formal  exami- 
nation in  arithmetic,  it  is^  of  course,  difficult  for  a  student  to  take 
successfully  any  of  the  mathematical  courses  offered  here  without 
a  sound  knowledge  of  this  subject.  What  is  desirable  is  the  power 
to  analyze  accurately  original  problems  of  moderate  difficulty  in- 
dependently of  formal  rules,  and  the  ability  to  perform  the  requi- 
site numerical  operations  neatly,  rapidly,  and  accurately. 

The  metric  system  should  be  taught  thoroughly  and  independ- 
ently of  any  of  the  other  so-called  systems.  Much  time  can  be 
wasted  on  the  details  of  commercial  arithmetic  and  in  memorizing 
numerous  tables  of  weights  and  measures.  Many  problems  that 
properly  belong  to  algebra  are  often  solved  by  arithmetic. 

B.     Algebra. 
(One  and  one-half  units.) 

Facility  and  accuracy  in  factoring,  in  the  reduction  of  fractional 
forms,  with  the  ability  to  handle  expressions  involving  fractional 
indices  and  radical  signs,  are  the  foundation  for  any  attainment 
in  algebra.  This  is  what  may  be  called  the  calculation  side.  Good 
results  can  only  be  obtained  here  by  abundant  drill,  both  written 
and  oral.  The  students  should  be  able  to  find  the  highest  common 
factor  and  lowest  common  multiple  of  factorable  expressions  by  the 
factor  method;  should  be  able  to  form  and  solve  simple* equations 
of  the  first  degree  in  one,  two,  three  unknowns;  should  be  able  to 
solve  any  quadratic,  and  determine,  on  inspection,  the  sum  and 
product  of  the  roots  as  well  as  decide  concerning  their  reality; 
or,  if  the  roots  of  the  quadratic  are  given,  should  be  able  to  write 
down  the  quadratic  satisfied  by  them. 

Since  algebraic  expressions  represent  certain  arithmetic  opera- 
tions to  be  performed  on  certain  numbers  usually  represented  by 
letters,  the  student  should  be  able  to  determine  when  these  opera- 
tions are  possible,  and  should  be  taught  frequently  to  test  his 
calculation  by  substituting  particular  numbers  for  the  letters  in- 
volved. Students  are  prone  to  make  erroneous  inductions  unwar- 
ranted by  any  principles  of  calculation.  Faults  of  this  sort  should 
be  drastically  penalized,  and  the  student  should  be  taught  to  avoid 
them  by  checking  his  results  by  replacing  the  letters  by  particular 


Mathematics  in  the  High  School  45 

numbers.  The  difference  between  identities  and  equations  should 
be  familiar,  and  the  equivalence  of  equations  should  receive  careful 
attention. 

Such  topics  as  undetermined  coefficients,  and  the  binomial 
theorem,  except  for  positive  integral  exponents,  should  be  excluded 
from  any  high-school  course.  The  above  requirements  are  fairly 
represented  by  the  first  twenty  chapters  of  Wentworth's  Elementary 
Algebra,  edition  of  190G,  or  by  the  first  fourteen  chapters  of  Be- 
man  and  Smith's  Elements  of  Algebra,  together  with  pp.  390-4  of 
the  appendix. 

C.     Plane  Geometry. 

(One  and  one-half  units.) 

For  entrance  the  University  requires  a  detailed  knowledge  of 
the  most  important  theorems  of  the  first  five  books.  This  implies  a 
precise  knowledge  of  the  definitions  of  the  fundamental  geometri- 
cal figures  and  concepts,  such  as  angle,  circle,  polygon,  congruence, 
length,  area,  equivalence,  locus,  etc.,  and  an  appreciation  of  the 
nature  of  a  geometrical  proof.  The  structure  of  various  types  of 
proofs  should  be  understood,  i.  e.,  the  usual  procedure  in  a  super- 
position proof,  an  indirect  proof,  or  a  locus  proof.  The  comprehen- 
sion of  such  proof  is  greatly  facilitated  by  separating  the  proof  into 
its  various  steps,  each  step  characterized  by  a  citation  to  a  defini- 
tion, an  axiom,  a  previous  theorem,  or  a  part  of  the  hypothesis. 

In  the  teaching  of  deductive  geometry  a  most  valuable  auxiliary 
is  the  judicious  use  of  a  well-arranged  set  of  original  exercises. 
The  teacher  should  point  out  the  principles  which  guide  in  the 
selection  of  proper  auxiliary  constructions,  and  should  lead  the 
student  to  find  such  construction  for  himself  by  a  process  of  intelli- 
gent experiment. 

With  average  students  much  better  results  are  gotten  if  the  de- 
ductive geometry  be  preceded  by  a  few  months'  work  in  concrete 
geometry,  where  the  pupils  get  clear  and  concrete  notions  of  the 
fundamental  figures  and  concepts  of  geometry  by  drawing,  paper- 
folding,  and  measurement.  A  great  many  pupils  fail  to  learn 
geometry  because  they  have  no  clear  notion  of  what  the  technical 
terms  of  this  subject  mean.  It  is  in  clarifying  such  notions  that  the 
concrete  geometry  is  most  useful. 


46  High  School  Bulletin 

D.     Solid  Geometry. 
(One-half  unit.) 

To  absolve  the  entrance  requirements  in  solid  geometry,  it  is 
necessary  to  present  books  6,  1,  8,  9  of  the  usual  arrangement, 
omitting  conic  sections.  The  student  should  be  thoroughly  familiar 
with  the  properties  of  parallel  and  perpendicular  lines  and  planes 
and  well  grounded  in  the  theorems  concerning  polyhedrons. 

The  time  spent  on  the  first  two  books  should  exceed  somewhat 
the  time  spent  on  the  last  two. 

The  last  book  should  be  accompanied  by  numerous  exercises  in 
calculation  in  which  accuracy  is  insisted  on. 

A  few  models  of  the  more  important  solids  are  helpful  in  shaping 
the  space  intuition  of  the  student,,  and  fairly  accurate  perspective 
drawing  of  figures  is  desirable. 

Logical  completeness  in  proofs  should  be  even  more  thoroughly 
insisted  on  here  than  in  the  plane  geometry,  when  the  student's 
feeling  of  logical  completeness  is  less  developed  than  at  this  later 
stage. 

E.     Plane  Trigonometry. 

(One-half  unit.) 

The  plane  trigonometry  required  for  entrance  is  the  amount 
given  in  most  of  the  texts  in  common  use,  and  includes  identities 
in  two  or  more  letters,  solution  of  triangles,  solution  and  discus- 
sion of  simple  trigonometric  equations  and  circular  measure  of 
angles.  The  student  should  be  able  to  construct  an  angle  from  any 
given  function  and  solve  triangles  by  measurement,  by  means  of 
calculation  with  natural  functions,  and  finally  by  calculations  with 
tables  of  logarithms.  His  arithmetic  work  should  be  accurate,  and 
he  should  be  taught  to  use  simple  checks  to  test  the  accuracy  of  his 
work  independent  of  the  answers  in  the  book.  The  first  work  in 
solving  right  triangles  should  be  with  the  use  of  natural  functions 
and  never  with  the  logarithms  of  such  functions. 

The  fundamental  identities  should  be  carefully  memorized  and 
their  demonstration  familiar,  but  the  general  induction  proof  for 
the  addition  formulae  sin(xy)  cos(xy)  might  be  omitted  with  ad- 
vantage, only  the  proofs  for  x  and  y  both  acute  being  given.  The 


Mathematics  in  the  High  School  47 

student  should  be  so  instructed  that  he  knows  the  subject  inde- 
pendently of  his  text.  On  examinations  and  all  other  tests  the  only 
book  allowed  should  be  a  table  of  natural  and  logarithmic  func- 
tions. 


LATIN  JN  THE  HIGH  SCHOOL 

(Three  or  four  units  may  be  offered.) 

The  minimum  preparatory  course  now  required  for  entrance  to 
The  University  of  Texas  embraces: 

1.  Grammar. 

2.  Prose   composition. 

3.  Translation : 

(a)  Viri  Romae,  or  other  introductory  Latin. 

(b)  Caesar,  three  books. 

(c)  Cicero,  Manilian  Law,,  and  two  other  orations.* 

(d)  Vergil,  Aeneid,  Book  I. 

4.  Scansion,   the   dactylic   hexameter   in   connection   with    the 
Aeneid. 

The  following  suggestions  may  be  made  touching  instruction  in 
these  subjects: 

1.  Forms  and  Pronunciation^ — Nothing  is  so  important  at  first 
as  the  mastery  of  the  forms.  In  the  first  year  the  student  should 
learn,  not  only  to  recite,  but  also  to  write  his  forms,  always  mark- 
ing the  quantities  and  the  accents,  and  dividing  the  syllables.  He 
should  be  cautioned  that  when  text-books  write  hom-in-is  and 
am-av-ero,  it  is  to  teach  the  stem  formation,  while  lio-mi-nis, 
a-ma-ve-ro  represent  the  only  correct  syllable  division.  It  will  not 
be  useless  even  to  indicate  "length-by-position"  by  drawing  a  line 
under  the  two  consonants  that  give  position,  as  in  the  following 
words:  a-spec-tus,  de-spec-tus,  a-gri  or  a-gri  (genitive  to  a-ger), 
but  only  a-cris  (genitive  to  a-cer.)  The  correct  placing  of  the 
accent  is  to  be  insisted  on :  a  student  might  be  pardoned  for  not 
knowing  the  quantity  of  the  syllable  na-  in  na-tu-ra,  but  it  is  in- 
excusable not  to  know  that  -tu-,  the  accented  penult,  is  long,  or 
that  -ra  is  short,  if  a  nominative,  but  long,  if  an  ablative;  it  is 
inexcusable  to  pronounce  eadem  (nom.  sg.  fern,  and  nom.  plur. 

*Teachers  generally  choose  two  of  the   Catilines. 

f  Pronounce  a  as  in  Cuba,  a  as  in  far;  e  as  in  m^t,  e  as  in  fete;  i  as  in 
pin,  i  as  in  machine:  o  as  in  not,  o  as  in  note:  u  as  in  full,  u  as  in  rude; 
au=ou  in  house,  oe=oi  in  boil  ui=we.  The  digraph  qu— one  consonant, 
and  y=i. 


Latin  in  the  High  School  49 

neut.)  like  eadem  (abl.  sg.  fern.).  The  most  important  quantities 
are,  of  course,  those  that  characterize  the  case,  the  mood  and  tense, 
person  and  number  of  Latin  words :  this  constitutes, — nothing  short 
of  this  does  constitute, — a  knowledge  of  the  forms. 

In  brief:  The  student  should  acquire  once  for  all  from  his  in- 
troductory book  a  lasting  knowledge  of  all  the  forms  he  has  met, 
and  in  all  his  subsequent  reading  and  grammar  work  this  knowledge 
of  the  forms  must  be  kept  alive.  Similarly  a  correct  pronuncia- 
tion once  acquired  must  never  become  slovenly.  This  will  demand 
much  reading  aloud  on  the  part  of  both  student  and  teacher,  and  I 
suggest,  that  every  reading  lesson  be  reviewed  as  follows :  The 
teacher  to  read  aloud  the  review  intelligibly,  phrase  by  phrase,  and 
the  pupil  to  render  this  by  ear,  not  having  his  text  open  before  him. 
To  secure  exact  results  in  all  form-work,  the  teacher  will  need 
to  make  much  use  of  the  blackboard,  and  correct  many  written 
tasks. 

2.  Syntax. — The    subject   of    syntax   in   any   good   elementary 
Latin  book  is  introduced  piecemeal,  one  or  two  principles  at  a 
time,  till  the  leading  points  are  all  presented.     By  the  time  the 
student  begins   Caesar  he  should  be   able  to   distinguish  between 
main  and  dependent  clauses  and  to  group  them  in  some  graphic 
way  by  a  simple  diagram  system. 

3.  Prose  Composition. — Writing  Latin  is  the  very  best  means 
to  learn  the  language :    "Writing  maketh  an  exact  man."    Writing 
should  be  started  almost  from  the  beginning,  first  as  a  means  of 
teaching  forms,   quantity  ?  and  accent,  and   then  for  the  sake  of 
syntax.     By   the    second   year  writing   should   have    at   least   one 
weekly  period  devoted  to  it  exclusively,  and  I  would  recommend 
about  two  short  sentences  to  go  with  each  reading  lesson  as  well. 

If  the  teacher  prefers  to  use  the  method  based  on  sentences  drawn 
from  the  reading  books  of  his  class,  besides  older  books  of  merit,  ha 
may  choose  the  books  of  D'Ooge  (Ginn  &  Co.),  or  Barss  (Uni- 
versity Publishing  Co.).  For  the  detached  sentence  plan — not 
neglected  in  the  two  books  mentioned — one  of  the  best  books  is 
Bennett's  (Allyn  &  Bacon).  Prose  sentences  should  frequently 
be  diagrammed  in  class. 

4.  Translation. — As  to  teaching  translation,  students  ought  to 
learn  how  to  translate  in  written  as  well  as  in  oral  versions.     Fre- 
quent exercises  to  acquire  this  power  should  be  assigned.     T  would 


50  High  School  Bulletin 

suggest  that  at  least  once  a  month  in  the  second  and  third  years  a 
passage  of  ten  lines  or  such  a  matter  be  assigned  for  written  trans- 
lation. This  might  be  rendered  with  bald  literalness  in  one  ver- 
sion, while  in  a  parallel  column  genuine  English  might  be  called 
for.  No  better  practice  in  English  composition  can  be  given  than 
this,  and  by  this  means  the  enthusiastic  Latin  teacher  might  remove 
the  reproach  that  the  classics  are  not  practically  useful,  when,  in 
fact,  if  we  take  them  diligently,  they  help  to  a  very  superior  control 
of  the  mother  tongue.  The  student  has  acquired  some  control  not 
only  of  his  powers  of  expression,  but  also  of  his  thinking  powers 
when  he  learns  to  render  Manlius  Gallum  caesum  torque  dpoliavit, 
not  by  (1)  "Manlius  spoiled  the  slain  Gaul  of  his  necklet,"  but  by 
(2)  "Manlius  slew  the  Gaul  and  tore  his  necklet  off."  So  Manlius 
Gallo  caeso  torquem  detraxit  should  finally  be  rendered  "M.  slew 
the  Gaul  and  took  his  necklet  off."  Similarly  the  student  must  not 
render  Manlius,  stricto  gladio,  in  Gallum  invadit  by  (1)  "M.  his 
sword  having  been  drawn  advanced  upon  the  Gaul,"  but  by  (2) 
"M.  having  drawn  his  sword  advanced,  etc.,"  or  by  (3)  "M.  with 
drawn  sword,  etc."  So,  in  idiomatic  English,  forte  aderat  Caesar  is 
not  (1)  "Caesar  was  present  by  chance,"  but  (2)  "Caesar  happened 
to  be  there." 

Whether  or  not  the  student  must  needs  pass  through  bald  trans- 
lations like  those  marked  (1)  before  reaching  the  more  idiomatic 
ones  marked  (2)  is  too  large  a  question  to  discuss  here;  but  no 
Latin  teacher  with  a  conscience  sensitive  to  the  duty  and  privilege 
of  teaching  English  through  Latin  will  ever  let  his  pupil  stop 
short  of  the  ideals  of  translation  presented  in  the  versions  marked 
(8). 

5.  Scansion. — In  connection  with  the  translation  of  the  Aeneid, 
pupils  should  be  taught  the  scansion  of  the  dactylic  hexameter. 
Teachers  would  do  well  before  trying  to  scan  the  Aeneid,  to  read 
aloud  Kingsley's  poem  of  Andromeda,  which  will  show  in  English 
the  cadence  of  the  hexameter.  By  the  use  of  Gleason's  Gate  to 
Vergil  (Ginn  &  Co.)  the  work  in  scansion  would  be  greatly  facili- 
tated, but  a  teacher  sure  of  his  own  accuracy  in  scansion  will  need 
no  such  makeshift. 

I  would  now  note  a  few  of  the  shortcomings  I  have  observed 
during  my  experience  as  an  examiner  of  students  in  the  last  few 
years.  They  almost  never  know  the  constructions  of  intransitives  r 


Latin  in  the  High  School  51 

thus  they  will  write  incorrectly  persuadeor  and  not  mihi  persua- 
detur  for  the  passive  "I  am  persuaded7';  and  unconcernedly  make 
the  third  person  form  of  the  verb  do  duty  for  the  first  or  second, 
particularly  in  relative  clauses.  They  are  as  apt  to  write  Appolo  as 
Apollo;  aedes  Apollinaris  is  "The  Apollinaric  house/7  or  some 
such  thing,  not  "The  temple  of  Apollo'7;  bellum  Sertorianum  is 
not  "the  war  with  Sertorius,77  but  always  "the  Sertorian  war/7 
These  examples  to  caution  teachers  to  set  their  faces  earnestly 
against  the  young  student's  carelessness  about  proper  names  and 
adjectives.  Such  spellings  as  genative  and  accusative  exhibit  the 
same  carelessness.  Why  after  two  months7  close  association  with 
Catiline  will  students  spell  Catiline?  Students  are  slovenly,  too, 
in  not  distinguishing  between  such  words  as  orior  and  ordior,  reddo 
and  redeo,  quaero  and  queror,  moror  and  morior,  pario  and  paro 
and  pareo.  Latin  does  not  lack  in  words  like  these  which  demand 
of  the  student  the  most  careful  attention. 

As  interesting  private  reading,  bearing  on  Eoman  life,  Quo 
Vadis,  Last  Days  of  Pompeii,  Darkness  and  Dawn,  Macaulay7s 
Lays  of  Ancient  Rome,  may  be  mentioned.  Every  high-school 
library  should  have,  for  the  use  of  its  Latin  students,  Harper7s 
Latin  Dictionary  ($6.50,  Am.  Book  Co.)  ;  Seyffert's  Dictionary  of 
Classical  Antiquities  ($3.00^  Macmillan)  ;  Gow7s  Companion  to 
School  Classics  (Macmillan).  Other  useful  books  are  a  classical 
atlas,  Guhl  and  Koner's  Private  Life  of  the  Romans,  Schreiber's 
Atlas  of  Classical  Antiquities. 

The  School  of  Latin  has  on  file  a  record  of  all  its  students  for 
some  eight  years  past,  showing  just  what  preparation  they  (remem- 
ber themselves  to)  have  had.-  This  record  enables  us  to  measure 
the  strength  of  the  Latin  work  in  each  high  school  from  year  to 
year,  and  often  reveals  a  wide  gap  between  the  preparation  the 
student  has  received  and  the  course  of  study  set  forth  in  the  cata- 
logue of  his  school.  Such  gaps  ought  never  to  exist. 

This  is  the  place  to  say  to  the  Latin  teachers  of  Texas  that  the 
minimum  Latin  requirements  at  our  State  University  are  predi- 
cated on  a  diligent  but  not  very  exacting  three  years'  preparatory 
course,  and  that  this  standard  is  a  full  year  in  time  (in  amount  of 
ground  covered  more  than  a  year)  lower  than  the  standard  of  ad- 
mission actually  enforced  in  some  other  good  State  universities. 
We  ought  gradually  to  raise  our  standard,  not  from  any  require- 


52  High  School  Bulletin 

ment  on  the  part  of  the  University,  but  because  of  the  growth  of 
our  high  schools.  When  our  high  schools  shall  determine  that 
Texas  courses  of  study  shall  be  equal  to  the  courses  in  Michigan 
and  Illinois  high  schools,  then  the  University  must  meet  the  de- 
mand by  setting  a  higher  entrance  standard  in  Latin.  Progress 
has  already  been  made,  and  many  of  our  schools  are  now  giving 
four-year  courses  in  Latin.  The  best  of  these  should  aim,  by  com- 
pleting the  full  course  of  study  to  be  presently  mentioned,,  to  secure 
four  credits  for  the  maximum  entrance  privilege  in  Latin. 

Course  Suggested  for  Affiliated  Schools. 

(The  first  three  years  of  this  course  comprise  the  minimum 
entrance  requirements.  The  fourth  year  adds  enough  more  to 
secure  four,  instead  of  three,  entrance  credits.  Many  schools  will 
do  well  to  try  and  cover  in  four  years,  thoroughly  the  work  laid 
down  for  three  years.) 

First  Year. 

1.  Elementary   Book.      Lay   especial   stress   on   pronunciation, 
division  of  syllables,  declensions  by  endings,  conjugation  by  sys- 
tems. 

2.  Via  Latino,  (12  pp.),  or  some  other  easy  Latin  for  practice 
in  simple  reading. 

Second  Year. 

1.  Via  Latina  (12  pp.),  as  a  preparation  for  Caesar,  to  secure 
.a  review  of  forms  and  simple  principles  of  syntax. 

2.  Caesar,  The  Gallic  War.  Books  T-TIT. 

3.  Latin  Exercises  (Prose  Composition)  ;  one  lesson  each  week. 

Third  Year. 

1.  Cicero,  (a)  The  ManiUan  Law;  (b)  two  of  the  Catiline s. 

2.  Vergil,  The  Aeneid,  Book  I. 

3.  Prose  Composition,  one  lesson  each  week. 

Fourth  Year. 

1.  Cicero,  The  Catilines,  III  and  IV. 

2.  Vergil,  The  Aeneid,  II-IV. 

3.  Cicero,  Archias. 

4.  Prose  Composition,  as  in  third  year. 


Latin  in  the  High  School  53 

The  study  of  Latin,  acknowledged  to  be  highly  effective  as  a 
mental  discipline,  and  contributory  at  every  step  to  an  improved 
knowledge  of  English,  depends  for  its  value  on  the  efficiency  of 
the  instruction  given.  One  can  not  teach  Latin  without  knowing 
it,  and  unless  one  has  enjoyed  at  least  three  years  of  Latin  in  a 
good  high  school  and  at  least  two  years  more  of  maturer  work  under 
competent  teachers,  preferably  in  a  college,  one  may  seriously  ques- 
tion whether  he  "has  a  call"  to  teach  Latin.  On  the  other  hand, 
experienced  teachers,  "apt  to  teach,"  who  have  enjoyed  fewer  ad- 
' vantages  of  special  Latin  training,  would  find  themselves  greatly 
benefited  by  taking  two  or  more  courses  in  the  summer  schools  of 
The  University  of  Texas. 

The  classical  teachers  of  the  University  will  esteem  it  a  privilege 
to  be  of  service  at  any  and  all  times  to  the  Latin  teachers  in  the 
high  schools. 


GREEK  IN  THE  HIGH  SCHOOL 

(Two  or  three  units  may  be  offered.) 

Success  in  an  undertaking  is  usually  in  proportion  to  the  pains 
with  which  its  object  is  kept  in  view.  In  the  study  of  Greek, 
though  incidentally  we  gain  a  great  deal  more,  and  ultimately  we 
aim  at  a  knowledge  of  Greek  civilization,  our  primary  aim  is  the 
ability  to  read  Greek.  According  as  one  can  read  Greek  with  un- 
derstanding and  appreciation  he  is  a  Greek  scholar.  In  the  dis- 
covery of  the  means  best  adapted  to  secure  this  end  lies  the  secret 
of  teaching  Greek. 

To  understand  an  inflected  language  a  knowledge  of  three  things 
is  needful, — forms,  syntax,  the  meaning  of  words.  Without  know- 
ing forms,  it  is  impossible  to  tell  the  relations  of  words;  without 
knowing  syntax  we  can  not  determine  the  structure  of  sentences; 
without  knowing  the  meaning  of  words,  we  are  manifestly  helpless. 
To  try  to  learn  the  three  separately  is  fatal.  From  the  start  they 
should  continually  reinforce  and  supplement  one  another. 

The  acquisition  of  forms  can  be  lightened  by  proper  analysis 
and  intelligent  comparison  with  Latin,  but,  after  all,  it  is  largely 
a  matter  of  memory.  Constant  drilling  and  frequent  reviews  are 
indispensable. 

In  syntax  it  is  harmful"  to  puzzle  the  student  over  queer  or  un- 
common uses,  either  in  the  text  read  or  in  the  grammar,  but  by 
every  means  at  command,  by  question  and  explanation,  by  special 
grammar  references  and  by  systematic  grammar  study,  by  com- 
parison with  other  languages,  and,  above  all,  by  the  writing  of 
Greek  sentences,  the  teacher  must  fix  ineradicably  the  general  prin- 
ciples that  govern  the  construction  of  Greek  sentences.  Syntax  is 
not  studied  for  itself,  though  it  affords  an  unrivaled  mental  drill, 
but  because  without  it  no  real  progress  is  possible  in  securing  the 
power  to  read. 

With  most  students  of  Greek,  its  vocabulary  is  a  greater  diffi- 
culty than  forms  or  syntax.  Nevertheless,  rational  methods  greatly 
lighten  the  task.  Association  with  cognates  and  derivatives  in 
other  languages,  especially  English,  is  one.  Memorizing  outright  a 
small  number  of  words  every  day  and  never  losing  them  is  another. 


Greek  in  the  High  School  55 

If  told  that  a  word  occurs,  say,  sixteen  times  in  the  Anabasis,  most 
students  will  think  it  a  saving  of  labor  to  learn  the  word  and  be 
done  with  it.  In  this  connection  the  word  lists  in  Harper  and 
AYallace's  Anabasis  (American  Book  Co.)  are  of  much  value. 

Another  plan,  productive  of  excellent  results,  is  the  grouping 
together  of  words  of  the  same  origin  and  tracing  their  connection 
in  meaning.  Admirable  examples  of  such  groups  are  contained  in 
the  vocabulary  to  Goodwin  and  White's  Anabasis  (Ginn  &  Co.). 
Prefaced  by  lessons  on  the  formation  of  words  and  explained  by  a 
skillful  teacher,  they  are  as  interesting  as  profitable. 

Better  than  all  such  means  as  these  is  the  habit  of  self-depend- 
ence. Most  of  the  words  in  a  sentence  the  student  can  recognize 
at  once.  By  an  effort  he  can  recall  others.  As  to  the  uncommon 
words,  by  observation  of  their  relation  to  the  rest  of  the  sentence 
as  shown  by  their  form,  by  examination  of  their  formation,  by  use 
of  the  imagination,  it  is  possible  in  most  cases  to  arrive  at  what  they 
must  inevitably  mean.  To  confirm  such  a  judgment  and  fix  the 
word  in  the  mind,  it  is  necessary  to  use  the  lexicon,  and  use  it  care- 
fully. To  turn  to  the  lexicon  without  earnest  effort  at  self-reliance 
is  excellent  finger  exercise,  but  it  is  deadly  to  the  mind. 

Serviceable  alike  for  forms  and  syntax  and  words  is  composition 
in  Greek.  As  a  drill  in  all  these,  nothing  can  take  its  place  and 
there  is  no  surer  test  of  real  scholarship.  It  is  not  an  end  in 
itself,  but  it  necessitates  a  command  as  well  of  details  as  of  general 
principles  that  is  of  inestimable  help  when  applied  to  the  reading 
of  a  Greek  author.  For  the  first  year,  Greek  sentences  should  be 
written  daily.  During  the  second,  at  least  one  period  a  week 
should  be  devoted  to  composition.  To  write  in  the  spirit  of  the 
Greek,  and  anything  else  is  surely  superfluous,  it  is  necessary  at 
first  to  imitate  some  good  model.  This  model  it  is  best,  perhaps, 
to  find  in  the  text  being  read. 

Hardly  inferior  to  writing  Greek  as  a  means  of  learning  the 
structure  of  sentences  and  in  the  cultivation  of  a  feeling  for  style 
is  the  reading  of  Greek  aloud.  It  is  a  great  help,  too,  in  forms 
and  pronunciation,  teaching  by  ear  as  well  as  by  eye.  For  the 
first  two  years,  it  is  well  always  to  read  the  day's  passage  aloud, 
either  before  or  after  the  translation,  but  never  without  expression. 
Wo  do  not,  or  should  not,  read  English  as  if  it  were  meaningless. 
Why,  then,  read  Greek  sentences  like  lists  of  words  in  a  vocabulary? 


56  High  School  Bulletin 

Beading  in  concert  is  useful,  the  teacher  with  proper  emphasis 
reading  a  clause  first,  the  class  then  reading  in  unison  after  him, 
slowly  and  distinctly,  every  member  making  himself  heard.  A 
class  once  accustomed  to  this  can  read  together  without  trouble, 
the  teacher  leading  with  a  strong  voice,  but  not  giving  out  the  pas- 
sage clause  by  clause  as  before.  In  poetry,  of  course,  this  is  easier 
than  in  prose,  and  even  more  profitable.  There  is  no  surer  way  to 
learn  the  measured  flow  of  the  verse  or  to  gain  a  correct  idea  of 
time.  Still,  reading  in  concert  does  not  permit  of  the  finer  ex- 
pression of  meaning  demanded  in  individual  reading.  To  this  it 
but  paves  the  way. 

If  such  a  thing  were  possible,  it  might  be  well  to  dispense  with 
translation  entirely.  Unfortunately,  teachers,  being  seldom  mind- 
readers,  are  forced  to  ask  their  pupils  to  translate  in  order  to  find 
out  whether  they  understand  what  they  read.  Yet  translation  is 
profitable  for  other  reasons  also.  It  is  a  capital  drill  in  clearness 
and  elegance  of  expression  in  English.  That  is,  if  it  be  really 
translation.  Perfect  translation  is  rendering  the  thought  of  one 
language  into  another,  without  loss,  without  addition,  in  a  style 
reproducing  the  characteristics  of  the  original.  This  requires  in 
the  translator  a  genius  akin  to  that  of  his  author.  He  must  have 
perfect  knowledge  of  the  other's  language  and  perfect  facility  in 
his  own.  We  may  not  succeed  in  becoming  expert  translators,  but 
it  is  worth  while  to  try.  From  the  first  day  to  the  last,  the  good 
teacher  will  never  tolerate  bad  English.  His  own  renderings  being 
irreproachable,  he  will  insist  upon  idiomatic,  if  possible  elegant, 
English  from  his  students.  Literal  translation  can  not  be  either. 
It  results  in  that  horrible  translation  lingo  that  is  justly  the  great 
reproach  of  classical  teaching.  Of  course  a  passage  must  be  under- 
stood before  it  can  be  translated.  This  once  secured,  it  makes 
little  or  no  difference  how  "free"  the  rendering  is.  If  it  gives  all 
the  thought  of  the  original,  and  no  more,  in  an  appropriate  English 
style,  it  is  a  good  translation. 

Let  the  work  begin  with  an  introductory  book  that  is  not  too 
hard.  The  more  recent  ones  are  White  (Ginn  &  Co.),  Ball  (The 
Macmillan  Co.),  Gleason  (American  Book  Co.),  Morrison  and 
Goodell  (D.  Appleton  &  Co.),  Benner  and  Smyth  (American 
Book  Co.),  Burgess  and  Bonner  (Scott,  Foresman  &  Co.).  Each 
lesson  should  be  mastered.  From  the  beginning,  accuracy  is  essen- 


Greek  in  the  High  School  57 

tial.     Errors  uncorrected   produce  slipshod  habits.     The   teacher 
himself  will  be  scrupulously  accurate  always. 

In  the  sounds  of  the  letters,  it  is  best  to  follow  the  rules  as 
given  in  the  books  above  named.  They  embody  the  best  American 
usage.  Let  the  words  be  pronounced  always  with  the  principal 
stress  on  the  accented  syllable.  This  is  not  what  accent  meant  to 
the  Greeks,  but  it  is  the  best  we  can  do. 

It  is  pleasant  to  vary  the  work  of  the  introductory  book  with 
the  reading  of  a  collection  of  easy  stories  like  Moss's  Greek  Reader 
( Allyn  &  Bacon) .  Short,  attractive  stories,  such  as  these,  stimulate 
the  student  to  read  them  for  their  own  sake. 

After  the  introductory  book  and  the  easy  reader  come  the  Ana- 
basis, grammar,  and  composition  book.  Goodwin  and  White's  Ana- 
basis (Ginn  &  Co.),  has  many  advantages.  Kelsey  and  Zenos 
(Allyn  &  Bacon),  Harper  and  Wallace  (American  Book  Co.), 
are  both  popular.  C.  F.  Smith's  (D.  Appleton  &  Co.)  is  new 
and  good.  Between  the  two  most  popular  grammars,  Goodwin 
(Ginn  '&  Co.)  and  Hadley-Allen  (American  Book  Co.),  there  is 
little  to  choose.  Babbitt's  (American  Book  Co.)  is  remarkably 
simple  and  clear.  Goodell's  School  Grammar  of  Attic  Greek  is  a 
scholarly  effort  "to  aid  in  meeting  the  legitimate  demand  for  bet- 
ter results  from  the  time  and  labor  expended."  Composition  books 
are  almost  as  numerous  as  introductory  books.  Woodruff,  Harper 
and  Castle  (American  Book  Co.),  Collar  and  Daniell  (Ginn  & 
Co.),  Pearson  (American  Book  Co.),  Bonner  (Scott,  Foresman 
&  Co.),  are  all  constructed  on  the  imitation  theory,  the  exercises 
being  based  on  passages  from  Xenophon,  chiefly  the  Anabasis. 

In  a  good  school,  the  first  year's  work  of  five  forty-five  minute 
periods  a  week  will  include  the  introductory  book  and  the  whole 
of  a  book  of  stories  like  Moss's;  or,  if  the  stories  be  not  read,  the 
first  book  of  the  Anabasis,  except  the  ninth  chapter.  The  second 
year,  also  of  five  three-quarter  hour  periods  a  week,  is  long  enough 
for  the  first  four  books  of  the  Anabasis,  besides  composition.  If 
only  three  books  can  be  read,  let  them  be  the  first,  third,  and  fourth. 
The  fourth  is  much  more  interesting  than  the  second.  Homer  it 
is  better  to  postpone  to  the  third  year,  if  the  curriculum  include 
one;  or  to  the  University.  Nobody  has  a  right  to  begin  Homer 
without  a  thorough  grounding  in  Attic  prose. 

In  the  work  of  the  first  years  in  Greek  the  learning  of  new 


58  High  School  Bulletin 

forms  is  tiresome,  and  the  strange  vocabulary  is  an  ever-present 
stumbling  block,  it  is  the  teacher's  part  to  smooth  the  way.  Let 
things  never  drag.  "Snap/'  combined  with  unfailing  patience  and 
sympathy,  goes  a  long  way  to  make  the  student  enjoy  his  class 
hours  and  carry  the  interest  to  his  study. 

Then,  too,  sidelights  from  history,  mythology,  art,  public  and 
private  antiquities,  will  carry  a  class  over  many  a  hard  place,  and 
may  kindle  an  unexpected  enthusiasm.  After  all,  the  ideal  of 
classical  scholarship  is  a  knowledge  of  classical  civilization,  and 
though  language  and  literature  are  now  our  chief  concern,  they 
are  not  all  we  have  to  guide  us. 

Moreover,  there  should  be  pictures  illustrative  of  classical  art 
and  scenery,  the  more  the  better.  They  are  cheap  now  and  wonder- 
fully good.  Let  there  be  a  plaster  cast  or  two — the  Aphrodite  .of 
Melos  and  the  Hermes  of  Praxiteles,  first  of  all.  The  unconscious 
influence  of  such  things  is  strong  not  only  in  rousing  an  interest  in 
things  Greek,  but  in  creating  a  refined  taste  in  general.  Next  to 
wall  pictures  and  casts,  lantern  slides  give  best  results.  A  good 
lantern  can  be  had  for  $25,  and  excellent  slides  for  thirty  cents 
apiece.  If  the  teacher  be  a  clever  workman,  he  can  make  them 
himself  for  less. 

Better  than  sidelights  from  the  teacher  is  what  the  student 
finds  out  for  himself.  Let  him  have  access  to  the  proper  books  and 
be  taught  how  to  consult  them.  Every  school  should  have  at  least 
the  nucleus  of  a  classical  library.  Among  the  books  first  bought 
should  be  a  history  of  Greece  (Botsford:  The  Macmillan  Co., 
$1.25;  or  Oman:  Longmans,  Green  &  Co.,  $1.20;  or  Myers:  Ginn 
&  Co.,  $1.25),  a  classical  dictionary  (Smith,  revised  by  Marindin : 
D.  Appleton  &  Co.,  $5.00),  a  dictionary  of  antiquities  (the  new 
Smith,  revised  and  shortened  by  Cornish :  H.  Holt  &  Co.,  $4.00, 
or  Seyffert:  The  Macmillan  Co.,  $3.00),  a  classical  atlas  (Kiepert: 
Rand,  McNally  &  Co.,  $3.00;  or  Murray's,  Oxford  University 
Press,  $1.50),  a  manual  of  Mythology  (Gayley:  Ginn  &  Co.,  $1.50, 
or-Bulfinch:  T.  Y.  Crowell  &  Co.,  75  cents,  or  Murray:  C.  Scrib- 
ner's  Sons,  $1.25);  a  history  of  Greek  Art  (Tarbell:  The  Mac- 
millan Co.,  $1.25;  or  Wallers's  Art  of  the  Greeks:  The  Macmillan 
Co.,  $6.00)  ;  a  history  of  Greek  Literature  ( Jevons :  C.  Scribner's 
Sons,  $2.50,  or  Fowler:  D.  Appleton  &  Co.,  $1.40,  or  Mahaffy: 
The  Macmillan  Co.,  $4.00).  Besides  these  there  should  be 


Greek  in  the  High  School  59 

Schreiber's  Atlas  of  Classical  Antiquities,  translated  by  Anderson 
(The  Macmillan  Co.,  $8.00),  Gardner  and  Jevons's  Manual  of 
Greek  Antiquities  (C.  Scribner's  Sons,  $4.00),  Gulick's  Life  of 
the  Ancient  Greeks  (3D.  Appleton  &  Co.,  $1.40),  T.  G.  Tucker's  Life 
in  Ancient  Athens  (The  Macmillan  Co.,  $1.25),  Goodwin's  Greek 
Moods  and  Tenses  (Ginn  &  Co.,  $2.00),  and  Liddell  and  Scott's 
Greek-English  Lexicon  (The  American  Book  Co.,  $10.00). 

In  all  his  work  the  teacher  will  remember  that  his  primary 
object  is  to  teach  the  student  to  read  Greek.  Everything  else  is 
subsidiary  to  this.  The  true  teacher  will  know  what  is  essential 
and  what  is  not;  what  must  be  stressed  and  what  passed  lightly 
over;  yet  he  will  not  forget  that  "haste  makes  waste,"  and  that 
the  fruit  of  carelessness  is  muddy  thinking. 


MODERN  LANGUAGES  IN  THE  HIGH  SCHOOL 

INTRODUCTORY. 

It  seems  generally  agreed  today  that  the  modern  languages  de- 
serve a  place  in  the  high  school  curriculum. 

They  have  the  disciplinary  value  which  is  inherent  in  all  lin- 
guistic studies,  and  they  serve  as  an  introduction  to  the  life  and 
literature  of  the  most  important  nations  of  modern  Europe. 

There  exists,  however,  considerable  diversity  of  opinion  as  to  the 
best  method  of  teaching  these  languages.  To  a  certain  extent  this 
difference  of  opinion  is  a  real  one.  But  largely  it  results  from  a 
misconception  as  to  the  true  aims  of  modern  language  instruction, 
or,  at  any  rate,  from  a  lack  of  agreement  as  to  their  relative  im- 
portance, and  from  the  failure  to  take  into  account  the  special 
conditions  with  which  every  teacher  has  to  deal. 

There  does  not  exist  one  right  method  which  must  or  may  be 
applied  under  all  circumstances.  It  is  obvious,  for  example,  that 
if  the  modern  language  is  regarded  primarily  as  a  means  of  train- 
ing, the  teacher  may  be  justified  in  laying  special  stress  on  the 
grammar,  but  that  if  his  aim  is  to  impart  facility  in  reading,  he 
may  deem  a  little  grammar  sufficient  for  that  purpose.  Again,  if 
one  would  learn  to  speak  a  language,  grammar  and  reading  may 
prove  of  great  assistance,  but  they  are  not  sufficient.  Further,  the 
age  of  the  pupils,  their  knowledge  of  other  languages,  the  size  of 
the  class,  the  length  of  the  course,  and  his  own  equipment,  must 
be  considered  by  the  teacher  in  determining  both  what  is  legal 
shall  be  and  how  he  shall  attempt  to  reach  it.  Nor  is  it  a  matter 
of  indifference  whether  the  student  is  likely  to  continue  the  study 
of  the  languages  after  leaving  the  high  school,  and  whether  he  is 
likely  to  have  occasion  to  use  this  language,  and,  if  so,  whether 
in  its  written  or  in  its  spoken  form. 

It  follows  that  it  is  difficult  to  give  specific  directions,  and  the 
outlines  below,  although  they  have  been  made  as  definite  as  possible, 
must  be  regarded  largely  in  the  light  of  suggestions. 

It  must  not  be  overlooked,  however,  that  in  the  controversy 
which  has  been  waged  on  the  subject  of  methods  in  modern  lan- 
guage instruction,  certain  principles  seem  to  have  been  clearly 


Modern  Languages  in  the  High  School  61 

established,  and  no  teacher  is  to  be  pardoned  who  fails  to  acquaint 
himself  with  these.  In  this  connection,  teachers  are  urgently  re- 
quested to  consult  the  Report  of  the  Committee  of  Twelve  of  the 
Modern  Language  Association  of  America,  published  by  D.  C. 
Heath  &  Co.  (price  16  cents),  a  remarkably  clear  and  fair  dis- 
cussion of  the  ideals  and  methods  of  modern  language  instruction. 
The  following  books  will  also  prove  instructive:  Methods  of 
Teaching  Modern  Languages  (D.  C.  Heath  &  Co.)  ;  A  Practical 
Study  of  Languages,  by  Henry  Sweet  (Henry  Holt  &  Co.)  ;  How 
to  Teach  a  Foreign  Language,  by  Otto  Jespersen  (The  Macmillan 
Co.)  ;  The  Teaching  of  Modern  Languages,  by  Leopold  Bahlsen 
(Ginn  &  Co.). 

GERMAN. 

(Two  or  three  units  may  be  offered.) 

The  following  suggestions  are  offered  as  indicating  the  kind  of 
preparation  required  in  German  for  admission  to  the  University. 

The  pronunciation  is  a  matter  of  primary  importance  for  the 
hi 'Dinner.  Constant  drill  should  be  kept  up  until  right  habits  are 
firmly  fixed.  It  will  be  necessary  to  train  both  the  ear  and  the 
vocal  organs  of  the  learner;  oft  repeated  imitations  of  a  good  pro- 
nunciation are  the  only  sure  means  of  acquiring  an  approximately 
accurate  pronunciation.  A  knowledge  of  phonetics  is  an  invaluable 
aid  to  the  teacher  in  correcting  faults.,  for  it  enables  him  to  see 
the  difficulty  of  the  pupil  and  help  him  to  overcome  it. 

A  thorough  drill  in  the  idioms  acquired  by  the  memory  and 
frequent  repetition  of  colloquial  sentences  is  highly  recommended. 
The  teacher  can  easily  improvise  exercises  for  drill  in  idioms  by 
noting  down  suitable  sentences  from  the  reading. 

Grammatical  forms  should  be  dwelt  upon  until  they  become 
second  nature.  Let  the  teacher  concentrate  upon  those  words  that 
belong  to  the  language  of  everyday  life  and  make  sure  of  these.  The 
rest  will  follow  without  effort.  Useful  hints  on  teaching  German  will 
be  found  in  The  Report  of  the  Committee  of  Twelve  of  the  Modern 
Language  Association  of  Am-erica;  Methods  of  Teaching  Modern 
Languages  (Heath)  ;  Practical  Study  of  Language,  by  Henry 
Sweet  (Holt). 

The  work  of  the  first  and  second  years  should  consist  mainly 
in  drill  on  forms,  on  modern  German  idioms,  on  word-order, 


62  High  School  Bulletin 

sentence-structure  (very  slightly).  Reading  should  be  begun  as 
early  as  possible  and  drill  in  pronunciation  connected  with  it. 
Grammars  containing  good  idiomatic  colloquies  are  best  suited  for 
these  years,  as  the  pupils  will  thus  get  the  best  idioms  of  the  Ger- 
man with  a  knowledge  of  grammar  and  the  vocabulary. 

In  the  third  year  (and  fourth,  if  given),  reading  and  compo- 
sition should  be  stressed.  Style  and  sentence  structure  should  re- 
ceive the  greatest  attention  and  conversation  may  be  begun  or  con- 
tinued. The  reading  should  be  selections  from  the  best  prose, 
dramas,  and  histories.  Minna  von  Barnhelm  and  Wilhelm  Tell 
may  be  read  as  an  introduction  to  the  classics. 

For  the  guidance  of  the  teacher  the  following  three  years'  course 
in  German  for  preparatory  schools  is  suggested. 

First  Year. 

First  Half. — Grammar  (for  the  Natural  Method)  :  Bernhard's 
Sprachbuch  I  (Schoenhof)  ;  (for  the  old  method),  Collar-Eysen- 
bach  (Ginn),  Spanhoofd  (Heath),  Beginning  German,  by  H.  C. 
Bierwirth  (Holt),  German  Grammar,  by  Paul  V.  Bacon  (Allyn  & 
Bacon).  Reading:  Marchen  und  Erz'dhlungen,  by  Guerber 
(Heath),  any  of  the  many  readers,  or  any  collection  of  short  stories, 
40  to  50  pages. 

Second  Half. — Grammar:  Joynes-Meissner  (Heath),  Thomas 
(Holt),  Elements  of  German,  by  H.  C.  Bierwirth  (Holt),  Reading 
continued,  50  to  75  pages. 

Second  Year. 

First  Half.— Grammar :  Bernhard's  Sprachbuch  II,  or  Collar- 
Eysenbach,  or  Spanhoofd,  or  Bierwirth,  or  Bacon,  continued. 
Reading  as  above,  continued,  75  to  100  pages. 

Second  Half. — Joynes-Meissner,  or  Thomas,  or  Bierwirth,  con- 
tinued. Reading  of  easy  prose  pieces  or  easy  plays,  100  to  150 
pages. 

Third  Year. 

First  Half. — Grammar :  Alternate  exercises  to  Joynes-Meissner, 
or  Hervey's  Supplemental  Exercises  to  Thomas,  or  the  more  diffi- 
cult exercises  in  Bierwirth's  Elements  of  German.  Reading:  Short 
stories  or  more  advanced  plays,  125  to  175  pages. 


Modern  Languages  in  the  High  School  63 

Second  Half. — Joynes-Meissner  II,  Thomas  II,  Bierwirth  (Syn- 
tax). Reading:  Minna  von  Barnhelm,  Wilhelm  Tell,  or  more 
difficult  prose  pieces,  150  to  200  pages. 

FRENCH. 

(Two  or  three  units  may  be  offered.) 
First  Year. 

I. — Grammar  and  Composition :  Careful  drill  in  prenuncia- 
tion  and  in  the  rudiments  of  grammar,  including  the  conju- 
gation of  the  regular  and  a  few  important  irregular  verbs,  the 
forms  and  the  most  important  uses  of  the  various  classes  of  pro- 
nouns, the  chief  rules  for  the  inflection  of  nouns  and  adjectives 
and  for  the  agreement  of  adjectives  and  participles,  the  use  of 
the  partitive  and  generic  articles,  and  the  word  order  in  the  sen- 
tence. Exercises  should  be  written  frequently.  The  written  accent 
is  as  important  as  any  other  element  of  spelling. 

Dictations  and  oral  practice,  based  on  the  reading  and  on  the 
exercises,  are  invaluable. 

From  the  many  text-books  available  it  is  hard  to  make  a  choice. 
Possibly  Downer's  First  Book  in  French  (Appleton  &  Co.)  and 
Newson's  First  French  Book  (Newson  &  Co.)  may  be  recommended 
as  good  books  illustrating  different  methods  of  approach.  Indeed, 
these  two  books  might  profitably  be  used  to  supplement  each  other. 
In  the  case  of  the  former  the  teacher  will  doubtless  not  consider  it 
always  desirable  to  follow  the  order  of  the  book. 

II. — About  150  pages  should  be  read.  Suitable  text-books 
are:  Malot's  Sans  Famille  (Heath)  ;  Erckmann-Chatrian's 
Waterloo  (Holt)  ;  Jules  Verne's  L'Expedition  de  la  Jeune  Hardie 
(Heath)  ;  any  one  of  the  many  readers  available,  etc. 

Second  Year. 

I. — Grammar  and  Composition:  Continued  drill  in  the  ele- 
ments of  grammar,  including  the  subjects  mentioned  under 
"First  Year/'  to  be  studied  now  in  greater  detail,  all  the  important 
irregular  verbs,  the  most  important  uses  of  the  tenses  of  the  in- 
dicative, the  most  important  uses  of  the  conditional,  subjunctive, 
and  infinitive,  and  of  prepositions,  adverbs,  and  conjunctions. 
Perhaps  by  the  end  of  the  second  year  the  student  should  have  gone 


64  High  School  Bulletin 

over  the  ground  covered  in  Downer's  First  Book  in  French  (all 
the  exercises  need  not  have  been  written) . 

Dictation,  oral  practice,  and  reproduction  are  of  the  greatest 
importance. 

II. — Possibly  250  pages  may  be  read  in  this  year.  Suit- 
able texts  are:  About's  Le  Roi  des  Montagues  (Heath)  ;  Daudet's 
Le  Petit  Chose  (Heath)  ;  Labiche  et  Martin's  Le  Voyage  de  M. 
Perrichon  (Ginn)  ;  Merimee's  Columba  (Holt)  ;  etc. 

Third  Year. 

I. — Grammar  and  Composition:  By  the  end  of  the  third 
year  the  student  should  have  finished  a  grammar  of  moderate 
completeness,  such  as  Edgren's  Compendious  French  Grammar 
(Heath),  or  Fraser  and  Squair's  French  Grammar  (Heath),  al- 
though his  attention  should  still  be  directed  mainly  towards  the 
important  topics. 

Reproduction  of  passages  read  or  heard,  as  before ;  oral  practice ; 
dictation. 

II. — About  350  pages  may  be  read  from  the  following  texts : 
Hugo's  La  Chute  (Heath)  ;  Maupassant's  Ten  Short  S  lories 
(Grinn)  ;  France's  Le  Crime  de  Sylvester  Bonnard  (Holt)  ;  etc. 

All  exercises  should  be  carefully  corrected  by  the  teacher.  Texts 
should  be  selected  from  nineteenth  century  authors;  preferably  fic- 
tion, with  one  or  two  plays  in  the  second  and  third  years. 

The  above  lists  of  texts  for  reading  are  intended  to  be  sug- 
gestive only. 

SPANISH. 

(Two  or  three  units  may  be  offered.) 

First  Year. 

I. — Grammar: 

Complete  an  elementary  grammar,  e.  g.  Loiseaux's  (Silver,  Bur- 
dett  &  Co.),  Edgren's  (D.  C.  Heath).  Knoflach's  Spanish  Sim- 
plified (University  Pub.  Co.,  New  York),  or  Marion  &  Des 
Garennes'  Introduccion  a  la  Lengua  Castellana  (D.  C.  Heath). 

Exercises  to  be  carefully  written  and  corrected.  Careful  drill 
on  the  forms  and  uses  of  the  various  classes  of  pronouns:  personal, 
possessive,  relative,  demonstrative,  and  interrogative.  Without  too 
much  insistence  on  special  rules,  pay  careful  attention  to  written 


Modern  Languages  in  the  High  School  65 

accent.  Pay  careful  attention  to  position  of  the  adjective  and  ite 
agreement  with  the  noun. 

Verbs  should  be  covered  as  follows :  The  three  regular  con- 
jugations, ser,  estar,  tener;  and  haber  with  compound  tenses. 
Without  insistence  on  why  changes  take  place,  verbs,  of  the  volver, 
pensar  classes  should  be  learned.  A  few  irregular  verbs.  Oral 
drill. 

II. — Dictation  and  as  much  oral  work  as  possible,  based  on 
reading  and  exercises. 

Texts  suitable  for  reading  in  beginners'  course:  Ramsey's 
Spanish  Reader  (Henry  Holt  &  Co.)  ;  Worman's  First  and  Second 
Readers;  Second  and  Third  Spanish  Readers  (Silver,  Burdett  & 
Co.)  ;  Doce  Cuentos  Escogidos  (W.  Jenkins  &  Co.)  ;  Pinney's 
Spanish  Conversation,  two  parts  (Ginn  &  Co.). 

Second  Year. 

I. — Grammar : 

Hills  and  Ford's  Spanish  Grammar,  through  lesson — 

Work  on  the  pronouns  specially;  on  the  subjunctive  and  on  the 
imperative. 

Verbs  as  follows:  Verbs  of  the  sentir,  pedir  classes,  principal 
irregular  verbs;  orthographical  changes  in  verbs  should  be  noticed 
and  studied.  Careful  exercise  work.  Oral  drill. 

II. — Dictations,  vocabulary  work,  easy  reproductions,  oral  and 
written. 

Texts  for  reading:  El  Molinerillo  y  Otros  Cuentos  (W.  Jenkins 
&  Co.)  ;  Amparo  (R.  G.  Cortina)  ;  El  Final  de  Nor  ma  (W.  Jenkins 
&  Co.)  ;  Victoria  y  Otros  Cuentos  (D.  C.  Heath  &  Co.)  ;  Zara- 
gueta  (Silver,  Burdett  &  Co.),  etc. 

Third  Year.  - 

I. — Grammar: 

Finish  and  review  Hills  &  Ford's. 

During  this  year  the  Reflexive  should  be  specially  studied,  also 
the  prepositions  por  and  para.  The  use  of  the  articles  in  Span- 
ish should  be  carefully  developed  and  dwelt  upon;  the  subjunctive 
should  be  constantly  reviewed  in  a  practical  way. 

Verbs  as  follows :  Finish  the  irregular  verbs ;  review  verbs 
showing  orthographic  changes;  thorough  review  of  five  classes  of 


66  High  School  Bulletin 

verbs  with  explanation  and  reasons  for  vowel  changes;  above  all, 
oral  and  written  drill  involving  actual  use  of  irregular  forms. 

II. — As  much  reproduction  work  as  possible. 

Texts  for  reading:  Jose — Valdes  (D.  C.  Heath  &  Co.)  ;  Cuentos 
Escogidos — Alarcon  (D.  C.  Heath  &  Co.) ;  El  Si  de  Las  Ninas — 
Moratin  (Ginn  &  Co.) ;  Knapp's  Spanish  Reader  (Ginn  &  Co.) ; 
Matzke's  Spanish  Reader  (D.  C.  Heath  &  Co.). 

Note. — At  the  discretion  of  the  instructor,  Garner's  Spanish 
Grammar  (American  Book  Co.)  may  be  substituted  for  Hills  & 
Ford's,  or  Kamsey's  Spanish  Grammar  (Henry  Holt  &  Co.)  may 
be  used. 

It  is  advisable  throughout  the  course  to  give  due  importance  to 
the  pronunciation  and  to  the  oral  work.  In  the  earlier  stages,  the 
reading  may  well  be  made  the  basis  of  all  work;  with  children, 
some  progress  in  reading  and  in  oral  work  should  have  been  made 
before  the  grammar  is  begun. 

After  a  fair  foundation  has  been  laid,  special  stress  should  be 
laid  on  correctness  and  accuracy  in  writing. 

It  should  be  borne  in  mind  that  the  above  outline  is  intended  to 
be  mainly  suggestive;  the  individual  teacher  should  adapt  it  to 
the  needs  of  his  own  classes.  This  is  particularly  true  with  refer- 
ence to  the  text-books  suggested  for  reading ;  the  list  is  not  exhaus- 
tive, and,  on  the  other  hand,  in  no  case  will  all  the  books  men- 
tioned be  read;  but,  from  the  second  year  on,  from  150  to  250 
pages  a  year  might  reasonably  be  expected  as  a  minimum,  the 
actual  amount  of  reading  varying  with  the  class,  the  method  pur- 
sued, and  the  collateral  work  done. 


PHYSICAL  GEOGRAPHY  IN  THE  HIGH  SCHOOL 

(One-half  unit  may  be  offered.) 

The  Physical  Geography  offered  to  absolve  an  entrance  require- 
ment of  the  University  should  include  both  text-book  instruction 
and  laboratory  practice.  It  is  thought  that  five  exercises  per  week 
for  a  half  year,  at  least,  will  be  necessary  to  complete  the  work. 
Probably  the  best  results  will  be  obtained  by  devoting  three  periods 
to  recitation  and  the  equivalent  of  two  periods  to  laboratory  prac- 
tice. By  the  equivalent  of  a  recitation  period  is  meant  the  time 
actually  spent  in  recitation  plus  that  spent  in  preparation,  that 
is  to  say,  a  laboratory  period  should  be  twice  if  not  three  times 
as  long  as  a  recitation  period.  (In  the  University  a  laboratory 
period  of  three s  hours  is  the  equivalent  of  a  recitation  period  of 
one  hour.)  While  the  laboratory  work  should  be  under  the  direct 
supervision  of  the  instructor,  the  pupils  should  do  the  work.  All 
notes  should  be  carefully  written  and  the  drawings,  maps  and  dia- 
grams well  made.  Slovenly  work  should  not  be  accepted  and  hasty 
work  should  be  discouraged. 

That  there  may  be  a  definite  understanding  concerning  the  kind 
of  laboratory  practice  required  the  following  sample  exercises  from 
Laboratory  Lessons  in  Physical  Geography,  by  Everly,  Blount  and 
Walton  are  cited.  Equivalent  exercises  from  a  Laboratory  Manual 
in  Physical  Geography,  by  Frank  W.  Darling,  or  from  Laboratory 
and  Field  Exercises  in  Physical  Geography,  by  Gilbert  H.  Trafton, 
will,  however,  be  accepted. 

I.      MATHEMATICAL  GEOGRAPHY. 

1.  A  Globe  Exercise:     To  study  latitude  and  longitude,  etc., 
on  a  globe  representing  the  rotating  earth. 

2.  The  Globular  Projection  of  the  Western  Hemisphere:     To 
represent  in  a  plane  the  curved  surface  of  half  a  sphere. 

3.  Mercator's  Map  of  the  Earth:     To  draw  a  map  that  shall 
represent  the  surface  of  nearly  the  whole  earth,  and  in  which  the 
points  of  the  compass  do  not  shift  in  going  across  the  paper. 

4.  Sunrise  and  Sunset  Graphs :     To  sudy  and  compare  graphi- 
cally the  lengths  of  day  and  night  throughout  the  year. 


68  High  School  Bulletin 

5.  Standard  Time :     To  study  the  time  belts  commonly  em- 
ployed in  the  United  States. 

II.       MATERIALS  OF  THE  EARTH7  S   CRUST. 

6.  Preliminary  Study  of  Minerals :    To  learn  the  appearance  of 
minerals  in  granite. 

7.  The  Study  of  Minerals :    To  study  in  detail  the  minerals  of 
the  preceding  exercise  together  with  calcite,  gypsum,  rock  salt,  kao- 
lin, etc. 

8.  The  Study  of  Eocks:     (a)   Granite  and  gneiss;   (b)   lime- 
stone and  marble;  (c)  shale  and  slate;  (d)  sandstone  and  quartzite. 

9.  Coal:     To  study  the  characteristics  of  coal. 

10.  Hard  and  Soft  Water:     To  determine  whether  water  is 
hard  or  soft. 

III.       DRAINAGE  AND  LAND  FORMS. 

11.  First  Exercise  with  Contours:     To  familiarize  pupils  with 
the  use  and  meaning  of  contours. 

12.  Second  Exercise  with  Contours :     To  construct  a  contour 
map  from  numbers  placed  on  a  chart. 

13.  Illinois.— La  Salle  Sheet  U.  S.  G.  S. :     To  study  the  earlier 
stages  of  river  development. 

14.  Drainage  Areas:     To  map  and  study  the  drainage  of  the 
United  States. 

15.  Iowa-Illinois.— Savanna  Sheet,  U.  S.  G.  S. :     To  study  a 
typical  portion  of  the  Mississippi  valley  and  adjacent  upland  along 
the,  middle  course  of  the  river. 

16.  Louisiana. — Donaldson  Sheet,  U.  S.  G.  S. :     To  study  the 
swramp  flood  plain  and  levees  along  the  lower  course  of  the  Mis- 
sissippi River. 

17.  Illinois.— Ottawa  Sheet,  U.  S.  G.  S. :     To  study  a  region 
of  immature  drainage. 

18.  West  Virginia.— Charleston  Sheet,  U.  S.  G.  S. :     To  study. 
a  region  of  mature  surface  drainage. 

19.  Kansas. — Caldwell  Sheet,  U.  S.  G.  S. :     To  study  a  region 
in  the  central  part  of  the  Great  Plains. 

20.  California. — Shasta  Special  Sheet:     To  study  a  young,  but 
inactive  volcano. 

21.  California. — Shasta  Special  Sheet:     To  study  the  glaciers 
on  Ml   Shasta. 


Physical  Geography  in  the  High  School  69 

IV.       THE  ATMOSPHERE. 

22.  Colors   in   Sunlight:     To   study   the  colors   that   compose 
white  sunlight. 

23.  Absorption  of  Colors :     To  learn  how  some  of  the  colors  of 
the  sunlight  may  be  absorbed  by  passing  through  a  substance  or  by 
being  reflected  from  it. 

24=.  Atmospheric  Pressure:  To  determine  whether  the  atmos- 
phere exerts  pressure. 

25.  Weather  Maps:     To  represent  on  a  map  the  weather  con- 
ditions on  a 'given  date. 

26.  Weather  Eecord. 

27.  Eainfall  in  the  United  States:     To  map  and  to  study  the 
average  annual  rainfall  within  the  United  States. 

28.  Daily  Eange  of  Temperature:     To  plot  and  to  study  the 
daily  changes  of  temperature  in  summer  and  in  winter  at  a  place 
in  the  interior  of  a  continent  and  at  a  place  on  an  island  in  the 
sea. 

V.       THE   OCEAN. 

29.  Section  of  Ocean  Border. — Continental   Shelf:     To  show 
the  widths  of  the  continental  shelf,  the  depths  of  water,  and  the 
slopes  of  the  bottom. 

30.  New  Jersey.— Atlantic  City  Sheet,  U.  S.  G.  S. :     To  study 
the  sea  border  of  a  low  growing  plain. 

31.  Maine.— Boothbay  Sheet,  U.  S.  GL  S. :     To  study  the  ocean 
border  of  a  high  rocky  plain  well  dissected  by  rivers. 

32.  Winds  and  Currents:     To  study  the  relation  of  the  ocean 
surface  circulation  to  the  planetary  winds. 

33.  Eainfall   and   Vegetation:     To   study  the   distribution   of 
rain  over  the  earth,  and  the  vegetation  areas  and  belts  depending 
on  rainfall  and  temperature. 

It  is  important  that  the  teacher  should  encourage  geographic 
observations  at  first  hand  which  may  be  written  up  in  the  form  of 
brief  notes  or  occasional  essays.  The  action  of  water  upon  land 
surfaces  can  be  studied,  if  only  in  the  temporary  rills  formed  by 
the  falling  rains;  atmospheric  currents — winds — and  weather  per- 
mit of  constant  observation,  and  if  instrumental,  as  with  vane, 
thermometer  and  barometer,  so  much  the  better.  The  study  of 
clouds  is  a  topic  of  never-failing  interest.  In  the  more  rugged 


70  High  School  Bulletin 

portions  of  our  State  the  decay  of  rocks  may  be  noted  and  the 
physical  agents  that  assist  in  or  promote  rock  decay  studied.  On 
the  other  hand,  the  resistance  of  solid  rocks  or  hard  layers  to 
stream  wear,  with  the  formation  of  cascades  and  waterfalls,  af- 
fords a  fruitful  subject  for  investigation,  even  if  exemplified  in  the 
wayside  ditch.  Then,  too,  much  can  be  learned  by  a  study  of  the 
changes  wrought  by  storms — the  effects  of  wind  action  and  of 
wave  action,  especially  when  of  a  violent  character,  as  seen  in 
cloudbursts,  tornadoes,  etc.  There  is  no  subject  more  suggestive 
to  the  thoughtful  mind  than  Physical  Geography,  the  problems 
are  so  varied  and  interesting,  changing  with  each  locality.  Thus 
wave  action  may  be  studied  by  those  living  on  the  coast  or  near 
ponds  and  lakes ;  cliff  disintegration  by  those  living  in  mountainous 
regions ;  the  relations  of  plant  life  to  the  underlying  rocks  by  those 
inhabiting  a  region  of  varying  geological  formations. 

To  understand  physical  geography  well  there  must  be  a  com- 
plete understanding  of  maps,  especially  the  contour  map.  To 
the  pupil  such  a  map  should  become  something  more  than  a  mere 
plan  upon  paper — it  should  become  a  picture  with  its  topographic 
forms,  hills  and  valleys,  lake  basins  and  mountains,  plains  and 
plateaus,  so  brought  out  as  to  form  a  clear  and  distinct  impression. 
In  these  days  of  cheap  photographs,  correct  representations  of  the 
relief  of  most  regions  can  be  placed  in  the  hands  of  the  pupil  at  a 
trifling  cost.  In  well-equipped  schools  additional  facilities  may  be 
afforded  by  models  showing  different  types  of  relief  and  by  relief 
globes.  From  them  various  sketches  and  drawings  may  be  made 
which  will  afford  practice  of  substantial  value. 

Text-books:  For  recitations  one  of  the  following  books  is  rec- 
ommended: Maury-Simonds'  Physical  Geography  (American 
Book  Co.) ;  Davis'  Elementary  Physical  Geography  (Ginn  &  Co.)  ; 
Gilbert  and  Brigham's  An  Introduction  to  Physical  Geography 
(D.  Appleton  &  Co.) ;  Tarr's  New  Physical  Geography  (The  Mae- 
millan  Co.)  ;  Fairbanks'  Practical  Physiography  (Allyn  &  Ba- 
con). 

For  laboratory  practice,  exercises,  as  already  indicated,  selected 
from  one  of  the  following:  Laboratory  Lessons  in  Physical  Geog- 
raphy, by  Everly,  Blount,  and  Walton  (American  Book  Co.) ; 
A  Laboratory  Manual  in  Physical  Geography,  by  Darling,  Atkin- 


Physical  Geography  in  the  High  School  71 

son,   Mentzer,   and   Grover;   Laboratory  and  Field   Exercises  in 
Physical  Geography,  by  Trafton  (Ginn  &  Co.). 

It  is  felt  that  students  entering  the  University  should  possess 
some  knowledge  of  the  State  in  which  they  live.  It  is  recom- 
mended, therefore,  that  the  geography  of  Texas  be  made  a  part  of 
the  school  course,  as  collateral  reading,  if  it  can  not  be  given  a 
more  prominent  position.  Text-book:  Simonds'  Geography  of 
Texas:  Physical  and  Political  (Ginn  &  Co.). 

Laboratory  Equipment. 

That  portion  of  the  laboratory  equipment  necessary  for  the  above 
exercises  which  should  be  furnished  by  the  school  is  as  follows : 

1  six-inch  globe. 

1  small  ball. 

Specimens  of  granite,  calcite,  gypsum,  rock  salt,  kaolin,  quartz, 
feldspar,  mica,  gneiss,  limestone,  marble,  shale,  slate,  quartzite, 
lignite,  bituminous  coal,  anthracite. 

1  bottle  dilute  hydrochloric  acid. 

3  (or  more)  hand  magnifiers. 

4  (or  more)  sets  of  the  map  sheets  marked  U.  S.  G.  S.  (United 
States  Geological  Survey). 

1  glass  prism. 

1  small  mirror. 

Most  of  the  above  equipment  can  be  supplied  by  school  furnish- 
ing houses,  with  the  exception  of  the  maps  which  must  be  pur- 
chased from  the  Director  of  the  United  States  Geological  Survey  at 
Washington. 

The  pupils  should  furnish  their  own  rulers,  dividers,  and  col- 
ored pencils,  etc. 


PHYSIOLOGY  AND  HYGIENE  IN  THE  HIGH  SCHOOL 

(One-half  unit  may  be  offered.) 

This  subject  should  be  so  taught  in  the  high  schools  that  it  will 
have  a  practical  bearing  directly  on  the  pupils  and  indirectly  on 
the  community.  These  two  objects  introduce  difficulties  in  the 
way  of  giving  general  directions.  In  a  malarial  district,  for  in- 
stance, the  cause  of  malaria  and  how  to  rid  the  community  of 
mosquitoes  would  be  subjects  worth  careful  consideration.  Again, 
in  a  community  where  typhoid  fever  is  prevalent,  the  subjects  of 
drinking  water,  the  source  and  contamination  of  same,  and  sewage 
should  receive  attention.  In  a  community  in  which  much  build- 
ing is  done,  it  would  be  worth  while  to  consider  the  questions  of 
sanitary  locations,  sanitary  constructions,  the  lighting  of  build- 
ings, the  best  position  for  windows,  ventilation,  etc. 

With  the  above  hints  concerning  the  adaptation  of  suitable  ques- 
tions for  study  to  different  communities,  we  may  notice  the  grade 
of  pupils  to  be  taught.  Two  courses  may  be  offered,  one  to  pupils 
in  the  last  years  of  the  elementary  school  and  one  to  the  more 
advanced  pupils  of  the  high  school.  While  the  following  sugges- 
tions are  for  high-school  teachers,  they  may  be  of  service  to  teachers 
of  the  elementary  schools. 

To  give  a  successful  course  in  physiology  and  hygiene,  something 
more  is  required  than  just  a  teacher  on  the  one  hand  and  some 
pupils  on  the  other.  In  addition  to  the  teacher  and  pupils,  some 
laboratory  material  should  be  provided. 

Laboratory  Equipment. 
A.     Microscope  and  Accessories. 

One  or  more  compound  microscopes. 

Glass  slides  and  cover  glasses  (one  box  of  each  will  be  sufficient). 
One  set  of  instruments  consisting  of  (a)  scissors,  (b)   forceps, 
(c)   scalpel,  (d)  two  dissecting  needles. 
One-half  dozen  pipettes  (medicine  droppers). 
A  good  section  razor. 
Glass  and  rubber  tubing. 


Physiology  and  Hygiene  in  the  High  School  73 

This  material  may  be  secured  from  Bausch  &  Lomb,  Rochester, 
N.  Y.,  or  from  The  Spencer  Lens  Company,  Buffalo,  N.  Y. 

B.     Models  and  Skeletons. 

Model  showing  positions  of  organs  in  the  thoracic  and  abdominal 
cavities. 

Model  of  section  through  head,  showing  mouth^  nose,  throat, 
and  position  of  brain  in  cranium. 

Model  of  section  through  skin. 

The  following  may  be  added  when  funds  will  permit:  Models 
of  circulatory  organs,  eye,  ear,  throat,  a  mounted  human  skeleton. 

These  supplies  may  be  secured  from  The  Kny-Scheerer  Com- 
pany, 225  Fourth  Avenue,  New  York,  or  from  Ward's  Natural 
Science  Establishment,  Eochester,  N.  Y. 

C.     Physiological  Apparatus. 

A  mechanical  circulatory  apparatus. 

A  mechanical  respiratory  apparatus. 

An  artificial  eye.  With  this  the  eye  structure,  near-sightedness 
and  far-sightedness  may  be  demonstrated. 

These  articles  may  be  secured  from  the  Harvard  Apparatus  Com- 
pany, Brookline,  Mass. 

D.     Chemicals. 

Hydrochloric  acid  (diluted  to  4  per  cent). 

Mtric  acid. 

Strong  ammonia. 

Alcohol  (95  per  cent).  This  should  not  be  denatured,  but  ethyl 
alcohol. 

Ether. 

About  200  cubic  centimeters  of  each  of  the  above-named  articles 
will  be  sufficient. 

Chloroform,  500  cc. 

Caustic  soda  or  potash,  500  cc. 

Castor  oil,  500  cc. 

Tincture  of  iodine,  small  amount. 

Glycerine,  200  cc. 

Bichromate  of  potash,  200  cc. 

Methyl  green  stain,  100  cc.  (in  solution). 


74  High  School  Bulletin 

Sodium  carbonate,  200  cc. 

Formalin,  2000  cc. 

These  chemicals  may  be  secured  from  Bausch  &  Lomb,  Rochester, 
N.  Y.;  or  Eimer  &  Amend,  205-211  Third  Avenue,  New  York. 
Other  chemicals  needed  but  not  enumerated  here,  may  be  bought 
from  local  dealers.  Such  things  as  corn  starch,  flour,  potatoes, 
cane  sugar,  eggs,  vinegar,  pancreatic  extract,  extract  of  the  stom- 
ach, rennet,  etc.,  may  also  be  secured  from  local  dealers. 

This  equipment  will  probably  cost  from  $100  to  $125. 

Text-Books. 

One  of  the  following  text-books  may  be  used:  Overtones  Ap- 
plied Physiology,  Advanced  (American  Book  Co.) ;  The  Human 
Mechanism,  by  Hough  and  Sedgwick  (Ginn  &  Co.) ;  Physiology 
by  the  Laboratory  Method,  by  Brinkley  (Ainsworth  &  Co.,  Chi- 
cago) ;  High  School  Physiology,  by  Hewes  (American  Book  Co.)  ; 
A  Practical  Physiology,  by  Blaisdell  (Ginn  &  Co.) ;  Martin's  Hu- 
man Body  (briefer  course),  (Henry  Holt  &  Co.) ;  Coulton's  Ele- 
mentary Physiology  and  Hygiene  (D.  C.  Heath  &  Co.). 

Reference  BooTcs  for  Teachers. 

Food  and  Dietetics,  by  Hutchinson  (Wm.  Ward  &  Co.)  ;  Pyle's 
Personal  Hygiene  (Saunders  &  Co.,  Philadelphia)  ;  Principles  of 
Sanitary  Science  and  Public  Health,  by  Sedgwick  (Macmillan  & 
Co.). 

General  Suggestions. 

Unless  the  teacher  has  had  considerable  experience,  it  will  be 
best  to  use  a  book  containing  directions  for  laboratory  work. 
Hewes,  Overton,  and  Blaisdell  indicate  laboratory  work  to  be  done. 

Some  dissecting  may  be  done  with  great  advantage.  For  this 
rats  may  be  used.  These  may  be  chloroformed  in  a  closed  can  in 
some  other  than  the  school  room.  The  position  and  shape  of  the 
organs  of  the  rat  are  not  unlike  those  of  the  human  body.  The 
skull  of  a  dog  or  cat  will  show  teeth  best.  Circulation  may  be 
studied  by  injecting  the  system  with  a  solution  of  red  starch. 

The  antagonistic  action  of  muscles  may  be  shown  best  by  the 
use  of  the  leg  and  foot  of  a  chicken. 

Any  fresh  material  may  be  kept  in  a  6  per  cent  solution  of 


Physiology  and  Hygiene  in  the  High  School  75 

formalin.     Material   preserved   in   formalin  looks   as   if   it   were 
cooked,  the  nauseating  appearance  of  blood  is  thus  eliminated. 

In  selecting  subject  matter  for  study,  teachers  are  urged  to  in- 
clude foods  and  dietetics  and  those  subjects  which  deal  with  every- 
day life. 

Note-Books. 

Pupils  should  be  required  to  record  in  suitable  note-books  draw- 
ings, statements  of  experiments  performed,  references,  and  com- 
ments upon  their  work.  Teachers  should  examine  note-books  from 
time  to  time,  and  make  such  comments  and  corrections  as  will 
tend  to  add  accuracy  and  interest  to  the  work  of  the  pupils.  The 
note  books  should  represent,  in  outline,  a  summary  of  the  work 
accomplished. 


PHYSICS  IN  THE  HIGH  SCHOOL 

(One  or  two  units  may  be  offered.) 

Not  merely  because  of  the  fact  that  physics  may  be  offered  as 
fulfilling  an  entrance  requirement  of  the  University  of  Texas, 
but  because  of  its  marked  value  as  a  factor  in  the  education  of 
any  and  all  high-school  pupils,  it  has  seemed  proper  to  set  forth 
those  methods  of  instruction  which  actual  experience  has  shown 
should  everywhere  be  followed.  So,  in  considering  the  require- 
ments for  "affiliation"  in  physics  or  for  entrance  to  the  University 
which  are  presented  in  the  following  pages,  it  should  be  borne  in 
mind  that  the  University  is  not  seeking  to  inculcate  any  unusual 
or  untried  methods  of  teaching.  Eather  it  is  endeavoring  to  en- 
courage the  development  of  those  which,  from  the  standpoint  of 
the  interests  of  the  high  school  and  all  the  pupils  taught  therein, 
will  lead  to  the  best  mental  discipline  and  contribute,  so  far  as  lies 
within  the  province  of  any  one  subject,  to  that  culture  which  was 
denned  by  Mathew  Arnold  as  "knowing  one's  self  and  the  world.'^ 

METHODS   OF  TEACHING  AND  DISTRIBUTION   OF   TIME. 

Here  the  results  of  actual  experience  furnish  the  surest  guide. 
There  exists  a  consensus  of  opinion  among  all  leading  teachers  in 
the  high  schools,  colleges,  and  universities  that  the  purposes  in  view 
can  best  be  subserved  by  a  combination  of  class-room  instruction 
and  individual  laboratory  practice,  occupying  at  least  five  school 
periods  of  forty-five  minutes  each,  per  week,  throughout  the  year. 

There  is  an  equal  agreement  with  the  opinion  that,  of  the  five 
periods  a  week  devoted  to  the  course,  three  periods  should  be  given 
to  class-room  instruction  and  two  to  laboratory  exercises.  Since 
the  student  need  make  no  special  preparation  for  these  exercises, 
beyond  reading  over  carefully  the  directions  to  be  followed,  it  is 
strongly  recommended  that  the  time  devoted  to  them  be  increased 
to  two  consecutive  periods  on  two  days  of  the  week,  thus  giving 
four  periods  to  laboratory  work.  This  can  be  easily  accomplished 
by  such  an  arrangement  of  the  schedule  as  will  give  a  study  period 
preceding  the  recitation  period,  the  same  to  be  added  to  the  labor- 
atory period  on  the  days  when  laboratory  instruction  is  gi\ren.  So 


Physics  in  the  High  School  77 

much  time  is  required  for  the  adjustment  of  the  apparatus  and 
the  recording  of  notes  and  observations  on  the  experiments  that  it 
is  difficult  to  accomplish  any  work  of  real  value  in  a  single  period. 
Moreover,  it  is  found  that,  far  from  proving  a  strain  upon  the 
student,  the  use  of  the  two  periods  in  laboratory  practice  creates 
a  greater  interest  in  the  work  and  prevents  it  from  degenerating 
into  a  sort  of  kindergarten  exercise. 

CLASS-ROOM    INSTRUCTION. 

The  Text-Book. 

With  no  wish  to  discriminate  in  favor  of  particular  text-books 
as  against  others  that  experience  proves  to  be  of  equal  merit,  the 
following  list  is  submitted,  in  alphabetic  order,  as  fulfilling  the 
requirements  for  thorough  instruction:  Andrews  and  Rowland's 
Elements  of  Physics  (The  Macmillan  Co.)  ;  Carhart  &  Chute's 
High  School  Physics  (Allyn  &  Bacon);  Cheston,  Gibson  &  Tim- 
merman's  Physics  (D.  C.  Heath  &  Co.)  ;  Crew's  Elements  of 
Physics  (The  Macmillan  Co.) ;  Goodspeed's  Gage's  Principles  of 
Physics  (Ginn  &  Co.)  ;  Hoadley's  Brief  Course  in  Physics  (Ameri- 
can Book  Co.)  ;  Mann  and  Twiss'  Physics  (Scott,  Foresman  & 
Co.)  ;  Millican  and  Gale's  First  Course  in  Physics  (Ginn  &  Co.). 

Recitations  and  Lectures. 

In  the  class-room,  the  advantages  of  both  lectures  and  recitations 
should  be'  combined,  frequent  illustrations  being  necessary  in  order 
to  impart  correct  ideas.  For  this  purpose,  simple  apparatus, 
largely  home-made,  is  desirable  as  best  calculated  to  stimulate  the 
interest  which  leads  to  independent  thought  and  study.  Highly 
finished  and .  expensive  apparatus  is  not  only  unessential,  but  it 
often  distracts  the  student's  attention  from  the  purposes  of  the  illus- 
tration and  leads  them  to  conclude  that  polished  brass  and  mohogany 
are  requisites  to  successful  experimenting.  Properly  arranged  ex- 
periments will  illustrate  the  principles  involved  and  also  teach  the 
scholar,  in  the  study  of  physical  phenomena,  to  secure  compliance 
with  the  essential  factors  regardless  of  external  appearances.  For- 
tunately, such  necessary  apparatus  as  can  not  be  easily  constructed 
by  the  teacher  and  scholars  can  be  purchased  at  very  reasonable 
prices  from  several  makers,  the  equipment  of  high  schools  having 


78  High  School  Bulletin 

created  a  demand  for  apparatus  which,  while  simple,  is  accurate 
and  satisfactory. 

Numerical  Problems. 

Special  emphasis  should  be  placed  upon  the  solution  of  numer- 
ical problems  without  which  the  training  is  sure  to  prove  super- 
ficial and  inaccurate.  It  is  desirable  to  assign  at  least  four  prob- 
lems at  each  recitation,  the  solutions  to  be  handed  in  at  the  next 
exercise,  to  be  corrected  and  returned  later.  One  of  the  problems 
should  refer  to  some  portion  of  the  text  studied  at  an  earlier  date, 
constant  review  work  being  essential.  Much  time  will  be  saved 
in  the  correction  of  these  exercises  if  the  scholars  be  compelled 
to  present  the  solutions  neatly  done  on  paper  of  uniform  size.  The 
corrected  problems,  if  preserved,  will  prove  of  distinct  advantage 
to  the  student  in  any  further  work  in  the  subject. 

To  supplement  the  problems  given  in  the  text-book  the  teacher 
will  find  it  of  assistance  to  use  one  of  the  various  books  of  prob- 
lems, such  as,,  for  example,  Pierce's  Problems  of  Elementary 
Physics  (Henry  Holt  &  Co.) ;  Snyder  and  Palmer's  Problems  in 
Physics  (Ginn  &  Co.). 

Training  in  English. 

In  every  case,  whether  it  be  in  the  oral  recitation  or  in  the  writ- 
ten work,  the  student  should  be  required  to  use  good  English  and 
to  express  himself  clearly  and  accurately.  It  is  a  common  and  well- 
founded  criticism  that  scientific  or  technical  students  are  lament- 
ably weak  in  the  handling  of  their  mother  tongue.  While  it  is 
true  that  the  student  of  the  classics  or  the  modern  languages  has 
a  distinct  advantage  in  this  respect  through  his  constant  study 
of  linguistics  and  exercises  in  translation,  and  that  we  may  rea- 
sonably expect  of  him  a  higher  standard  of  literary  expression,  there 
is,  on  the  other  hand,  no  excuse  for  the  use  of  bad  grammar  and 
poorly  constructed  sentences  on  the  part  of  the  student  of  science. 
Certainly  any  disparity  in  the  degree  of  training  in  English  af- 
forded by  the  subject  itself  should  be  compensated  for,  as  far  as 
possible,  by  the  placing  of  emphasis  on  this  part  of  the  instruction. 


Physics  in  the  High  School  79 

LABORATORY  PRACTICE. 

72s  Character. 

Since  a  proper  understanding  of  the  subject  can  not  be  acquired 
without  individual  laboratory  practice,  especial  attention  should  be 
given  to  the  development  of  this  portion  of  the  course.  In  -fact,  lab- 
oratory work  is  a  sine  qua  non.  No  amount  of  careful  class-room 
work  can  compensate  for  the  lack  of  it  and  where  prevailing  condi- 
tions will  not  allow  of  its  introduction  the  entire  subject  had  best 
be  cut  out  of  the  curriculum. 

It  is  not  sufficient  for  the  teacher  to  perform  the  experiment  be- 
fore the  class  and  the  student  to  copy  the  data  furnished  him  and 
to  deduce  or  verify  the  principle  involved.  The  real  value  of  lab- 
oratory work  is  only  secured  when  the  student  performs  the  experi- 
ment himself,  obtaining  and  classifying  all  data  and  with  the  least 
possible  assistance.  It  may,  indeed,  be  necessary,  during  the  first 
few  weeks  or  months  of  the  course,  for  the  teacher  to  first  perform 
the  experiment  rapidly  before  the  class,  calling  attention  to  its 
object,  the  reasons  for  the  method  used  and  any  difficulties  to  be 
encountered,  but  as  rapidly  as  possible,  the  student  should  be  en- 
couraged to  work  independently. 

He  should  also  be  made  to  study  the  method  and  laboratory  di- 
rections in  advance  and  during  the  laboratory  period  to  rely  upon 
the  text  as  little  as  possible.  Unless  care  is  taken,  the  scholars  soon 
fall  into  the  habit  of  blindly  following  the  manual  and  recording 
results,  without  making  the  effort  necessary  for  the  understanding 
of  the  sequence  of  the  phenomena  or  the  aim  of  the  observations. 
Constant  oversight  and  questioning  of  the  individual  is  the  only 
safeguard  and  is  well  worth  the  effort. 

The  Exercises. 

Laboratory  exercises  should  be  chosen  with  particular  care,  since 
upon  their  character  largely  depends  the  success  or  failure  of  the 
course.  In  general,  each  exercise  should  possess  certain  character- 
istics. "First,  it  should  compel  close  observation  and  discrimina- 
tion and  develop  in  the  experimenter  some  skill  and  self-reliance. 
Second,  it  ought  to  contain  the  basis  for  the  development  of  a  gen- 
eralization or  it  should  verify  a  principle  already  deduced.  Third, 
the  reasoning  involved  in  reaching  the  conclusion  must  be  simple 


80  High  School  Bulletin 

and  direct  enough  to  be  made  by  the  student  himself  with  very 
little  assistance.  Fourth,  and  most  important,  it  must  be  distinctly 
quantitative  in  character  and  susceptible  of  a  reasonable  degree 
of  accuracy."  There  is  no  reason  for  giving  simple  qualitative  ex- 
periments which  "merely  illustrate,  if  they  illustrate  anything, 
principles  with  which  the  twelve-year-old  boy  has  for  some  time 
been  more  or  less  familiar.  It  is  undesirable  to  insult  the  intelli- 
gence of  the  boy  even  though  he  may  not  be  able  to  return  the 
compliment.  The  following  is  an  example  of  the  type  referred  to : 

Experiment:  Carefully  examine  your  pencil;  drop  it  on  the 
floor ;  pick  it  up.  Has  it  suffered  any  change  ?" 

This  example  may  seem  to  be  an  isolated  and  exaggerated  one, 
and  yet  an  examination  of  the  note-books  submitted  to  the  Uni- 
versity during  the  past  two  years  shows  the  presence  therein  of 
some,  at  least,  of  this  kind  of  trash — trash  because  it  is  wholly 
without  educational  value.  Good  qualitative  experiments  have  a 
place,  but  it  is  in  the  class-room  and  not  the  laboratory. 

Fortunately,  there  are  at  present  several  well-known  manuals, 
the  exercises  in  which  are  thoroughly  practical,  of  definite  value, 
and  have  stood  the  test  of  years  of  trial.  While  it  is  always  well 
for  the  teacher  to  develop  the  ideas  which  come  to  him  through  ex- 
perience in  the  laboratory,  it  is  certainly  wise  for  the  beginner  to 
confine  himself  to  these  experiments  which  are  known  to  be  sound 
in  theory  and  practice. 

Among  such  manuals  may  be  mentioned  the  following :  Allen's 
Laboratory  Physics  (Henry  Holt  &  Co.),  Cheston,  Dean  and  Tim- 
merman's  Laboratory  Manual  of  Physics  (American  Book  Co.)  ; 
Chute's  Physical  Laboratory  Manual  (D.  C.  Heath  &  Co.)  ;  Crew  & 
Tatnall's  Laboratory  Manual  of  Physics  (The  Macmillan  Co.)  ; 
Millican  &  Gale's  Laboratory  Course  in  Physics  (Ginn  &  Co.)  ; 
Nichols,  Smith  and  Turton's  Manual  of  Experimental  Physics 
(Ginn  &  Co.)  ;  Turner  and  Hersey's  National  Physics  Note-Boole 
(L.  E.  Knott  Apparatus  Co.). 

In  Exhibit  "A,"  appended  to  this  article,  will  be  found  a  list 
of  ninety  experiments  of  standard  excellence,  from  which  selection 
should  be  made  according  to  the  nature  of  the  course.  The  thirty- 
five  of  these  which  are  marked  with  an  asterisk  are  specially  recom- 
mended as  a  basis  for  a  one-year  course. 


Ics  in  the  High  School  81 

The  Note-Book. 

Special  attention  should  be  given  to  the  note-book,  since  it  also 
is  an  important  factor  and  of  marked  educational  value  to  the  stu- 
dent. "It  compels  him  to  put  in  writing  the  thoughts  that  are  in 
his  mind;  it  aids  him  to  a  clearer  expression  of  thought;  it  trains 
him  with  increasing  thoroughness  in  composition;  it  impresses 
more  firmly  upon  his  mind  the  facts  he  lias  learned  in  the  develop- 
ment of  the  experiment;  it  enables  him  to  acquire  more  systematic 
methods  of  doing  things,,  and,  as  the  note-book  should  never,  save 
on  rare  occasions,  be  taken  from  the  laboratory,  it  teaches  him  to  do 
things  now  and  not  to  wait  until  tomorrow  or  some  other  con- 
venient time."  "To  these  ends  it  must  be  insisted  that  the  notes 
should  be  neatly  written,  clear,  concise,  and  simple,  containing  only 
that  which  is  necessary  to  make  them  complete  and,  finally,  as 
nearly  correct  as  the  manual  skill  and  mental  caliber  of  the  student 
will  permit." 

More  specifically,  the  note-book  should  contain  a  concise  state- 
ment of : 

(a)  The  problem  to  be  solved  with  reference  to  page  of  manual 
used. 

(b)  Apparatus  used. 

(c)  Necessary  formulas  and  computations. 

(d)  Observed  results,  together  with  such  inferences  as  the  pupil 
may  be  reasonably  expected  to  draw. 

Apparatus. 

While,  from  the  point  of  view  of  individual  work,  the  ideal 
method  is  to  provide  for  each  experiment  sufficient  apparatus  to 
supply  the  entire  class  working  separately,  considerations  of  ex- 
pense preclude  it  in  the  majority  of  cases.  Moreover,  practically 
as  good  results  can  be  gotten  if  the  students  work  in  pairs  and  two 
experiments  are  alternated.  Vigilance,  however,  must  be  exer- 
cised to  prevent  the  lazy  student  from  depending  upon  a  more 
efficient  partner  and  thus  failing  to  derive  any  benefit  from  the 
exercise. 

In  Exhibit  "B"  is  given  a  list  of  apparatus  necessary  to  conduct 
a  class  of  twelve  students  through  the  thirty-five  experiments  be- 
fore mentioned.  This  list  can  be  purchased  complete  from  any 


82  High  School  Bulletin 

one  of  several  concerns  that  make  a  specialty  of  school  apparatus, 
at  a  cost  of  less  than  $100. 

Since,  however,  the  experience  of  the  "affiliated  high  schools" 
has  show  that  at  least  forty-five  exercises  can  easily  be  completed, 
the  list  of  apparatus  purchased  should  not  be  limited  to  this 
amount,  but  should  be  as  extensive  as  possible.  This  estimate  is 
given  merely  to  show  that  it  is  possible  at  small  expense  to  make  a 
good  beginning  in  the  direction  of  thorough  instruction. 

It  is  understood  that  in  the  foregoing  estimate  no  provision  has 
been  made  for  apparatus  for  lecture  demonstration  which,  of  course, 
should  be  provided  as  rapidly  and  in  as  large  amount  as  possible. 
The  outlay  necessary  for  this  purpose  will  depend  much  upon  the 
ingenuity  of  the  teacher  and  his  ability  to  make  use  of  home-made 
apparatus  which,  as  before  noted,  is  often  far  more  valuable  than 
any  that  can  be  purchased. 

Then,  too,  the  estimate  does  not  include  the  expense  of  fitting 
the  laboratory  with  desks,  tables,  cases,  shelves,  etc.,  the  cost  of 
which  will  depend  much  upon  the  size  of  the  rooms  assigned  for  the 
purpo.se  and  to  local  conditions. 

In  general,  the  tendency  is  to  underestimate  the  cost  of  good  in- 
struction in  physics  and  experience  shows  that  laboratory  practice 
for  a  class  of  twelve  students  should  not  be  introduced  unless  an 
appropriation  of  at  least  $250  can  be  made  for  apparatus  and 
other  equipment.  For  larger  classes  a  proportionately  greater  sum 
will  be  required. 

Among  the  concerns  supplying  school  apparatus  may  be  men- 
tioned the  following:  L.  E.  Knott  Apparatus  Co.,  No.  15  Har- 
court  St.,  Boston,  Mass.;  C.  H.  Stoelting  Co.,  31  W.  Eandolph 
St.,  Chicago,  111. ;  Central  Scientific  Co.,  14  Michigan  St.,  Chicago, 
111. 

In  any  case,  it  is  suggested  that  the  school  intending  to  purchase 
apparatus  should  submit  a  list  of  the  articles  desired  to  several 
firms  and  request  bids  on  the  same  with  freight  paid  to  destination. 

The  Laboratory. 

As  in  the  college  or  university,  in  every  case,  when  feasible,  a 
separate  room,  and  that  as  large  as  possible,  should  be  set  aside 
as  a  laboratory.  Such  a  room  will  not  only  be  convenient  and  well 
adapted  to  teaching  purposes,  but  will  prove  a  source  of  pride  to 


Physics  in  the  High  School  83 

the  students  and  to  the  community  and  encourage  a  continual  ad- 
vancement in  the  direction  of  high-grade  instruction  in  all  the 
natural  sciences. 

DEVELOPMENT    OF    THE    COURSE. 

While,  as  has  been  stated,  it  is  possible  to  begin  the  teaching  of 
physics  with  but  a  small  expenditure,  it  should  be  clearly  recognized 
that  it  is  merely  a  beginning  and  that  continual  progress  is  neces- 
sary. It  was  a  wise  man  who  said  that  "To  be  as  good  as  our  fath- 
ers we  must  be  better.  Imitation  is  not  discipleship."  The  educa- 
tion of  yesterday  must  not  be  that  of  today,  or  of  today  that  of  to- 
morrow. True  of  all  subjects  of  value,  it  is  especially  true  of 
natural  science  instruction,  in  which  we  must  continually  take 
cognizance  of  new  ideas  and  discoveries.  Progress  in  the  teaching 
of  physics  demands  a  steady  increase  in  the  facilities  for  instruction 
and  the  early  adoption  of  a  plan  for  the  development  of  the  course, 
to  be  consistently  followed  year  after  year. 

Too  much  emphasis,  therefore,  can  not  be  placed  upon  the  neces- 
sity for  yearly  appropriations  for  the  purchase  of  apparatus  and 
equipment,  since  only  in  this  way  can  the  instruction  be  brough-t 
to  the  proper  standard  and  there  maintained.  These  appropriations 
need  not  be  large,  but  they  should  be  as  much  a  recognized  part  of 
the  annual  budget  as  the  teacher's  salary.  This  procedure  will  not 
only  build  up  a  course  of  instruction  of  increasing  strength  and 
value,  but  it  will  stimulate  both  teacher  and  pupil  with  fresh  in- 
terest in  the  subject  and  prove  in  the  end  the  most  economical  of 
money,  time,  and  energy. 

THE  TEACHER. 

Such  a  course  as  that  outlined  in  the  foregoing  pages  requires 
ceaseless  effort  on  the  part  of  the  teacher  and  the  continual  use  of 
every  faculty.  To  properly  conduct  recitations  and  illustrate  them 
by  means  of  carefully  chosen  experiments,  to  examine  and  grade 
numerous  examination  and  problem  papers,  to  conduct  laboratory 
classes  and  prepare  the  experiments  for  the  same,  to  care  for  the 
apparatus  and  construct  new  pieces,  all  this  is  not  an  easy  task. 

In  a  report  of  a  committee  appointed  by  the  National  Educa- 
tional Association,  the  following  statement  is  made :  "To  give  good 
instruction  in  the  sciences  requires  of  the  teacher  more  work  than 


84  High  School  Bulletin 

to  give  good  instruction  in  mathematics  or  the  languages,  and  the 
sooner  this  fact  is  recognized  by  those  who  have  the  management 
of  schools,  the  better  for  all  concerned.  The  science  teacher  must 
regularly  spend  much  time  in  collecting  material,  preparing  ex- 
periments, and  keeping  collections  in  order,  and  this  indispensable 
labor  should  be  allowed  for  in  programs  and  salaries." 

One  fact  remains  to  be  emphasized,  namely,  that,  save  in  rare 
instances,  it  is  not  practicable  for  one  to  attempt  to  conduct  a 
course  thus  outlined  when  the  only  instruction  that  the  teacher 
has  received  is  of  the  grade  required  for  a  permanent  State  teach- 
er's certificate.  This  may  appear  to  be  a  plea  for  the  employment 
of  University  graduates,  but  in  reality  it  is  not  the  case.  The  fact 
remains  that  the  developments  of  physical  science  and  the  methods 
of  teaching  it  have  been  and  continue  to  be  so  rapid,  involving 
so  much  detailed  knowledge  and  experience,  that  it  is  not  practi- 
cable or  desirable  to  demand  of  every  teacher  specific  training  in 
these  directions.  It  is,  however,  perfectly  feasible  for  any  teacher 
of  ability,  who  has  previously  studied  elementary  physics,  to  secure 
the  additional  training  necessary  through  Summer  School  courses 
in  the  University  of  Texas,  Chicago,  and  other  institutions  of 
equal  rank,  and  it  is,  I  believe,  the  duty  of  every  school  board  to 
insist  that  the  teacher  of  physics  shall  have  received  this  amount 
of  preparation  for  his  chosen  work. 

AFFILIATION   WITH   THE  UNIVERSITY. 

During  the  past  few  years  a  number  of  high  schools  have  been 
affiliated  with  the  University  in  Physics  and  many  more  are  arrang- 
ing their  courses  with  this  in  view.  For  the  consideration,  there- 
fore, of  these  schools  a  brief  statement  may  be  made  of  the  condi- 
tions which  should  be  met. 

In  order  to  secure  affiliation  it  is  necessary  for  the  high  school  to 
conduct  a  course  of  the  character  outlined  in  the  foregoing.  More 
specifically,  the  requirements  are  as  follows : 

I.     For  One  Unit  Entrance  Credit. 

1.  Five  school  periods,  of  at  least  forty  minutes  each,  a  week, 
throughout  the  school  year,  shall  be  devoted  to  the  subject.  At 
least  two  periods  shall  be  given  to  laboratory  practice  and  three 
to  class-room  exercises. 


Physics  in  the  High  School  85 

2.  A  high-grade  text-book  shall  be  used. 

3.  Numerical  problems  shall  be  assigned  for  solution  outside 
the  class-room. 

4.  Individual  laboratory  practice  shall  be  given,  and  there  shall 
be  sufficient  apparatus  to  allow  of  the  students  working  in  pairs. 

At  least  thirty-five  laboratory  exercises,  taken  from  the  list  given 
in  Exhibit  "A,"  shall  be  completed  during  the  year. 

The  students  shall  take  careful  notes  on  the  experiments  in  a 
suitable  note-book. 

Should  they  desire  to  enter  the  University  and  secure  credit  in 
physics,  they  must  present  these  note-books  when  the  application 
for  credit  is  made  and  especial  weight  will  be  given  to  them  in  esti- 
mating the  character  of  the  work  done  by  the  school. 

//.     For  Two  Units  Entrance  Credit. 

In  view  of  the  desire  expressed  by  certain  high  schools  to  extend 
their  courses  in  physics  over  two  years,  and  to  receive  two  units 
of  entrance  credit,  it  has  seemed  best  to  state  in  general  the  con- 
ditions under  which  such  credit  will  be  given.  For  successful  work 
in  such  a  course  so  much  depends  upon  the  individual  teacher  and 
the  facilities  at  his  disposal  that  it  is  not  deemed  wise  to  formulate 
a  definite  plan  for  all  such  schools.  Therefore,  for  the  present,  at 
least,  each  request  for  affiliation  will  be  considered  by  itself,  and 
the  double  credit  allowed  only  when  a  full  examination  shows  that 
the  work  done  reaches  the  higher  standard  required  for  such  a 
course.  In  general,  it  is  recommended  that  schools  should  not  at- 
tempt a  two-year  course  unless  the  class-room  and  laboratory 
equipment  is  of  the  best  and  the  teacher  employed  capable  of 
giving  the  more  advanced  instruction  required.  Only  in  very  rare 
cases  should  the  course  be  attempted  de  novo,  but  it  should  be 
based  on  an  already  existing  one-year  course,  the  conditions  for 
affiliation  on  the  one-unit  basis  having  already  been  met  in  the 
fullest  manner. 

In  general,  the  requirements  will  be  as  follows : 

1.  Five  school  periods,  of  at  least  forty  minutes  each,  a  week, 
throughout  two  years,  shall  be  devoted  to  the  subject. 

The  two  years  shall  be  the  last  two  years  of  the  high-school 
course. 


86  High  School  Bulletin 

At  least  two  periods  a  week  shall  be  given  to  laboratory  practice 
and  three  to  class-room  exercises. 

2.  One  of  the  simpler  of  the  texts  recommended  shall  be  used 
the  first  year,  and  one  of  the  more  advanced  or  extended  texts  the 
second  year,  or  the  more  advanced  text  shall  be  used  throughout 
the  course,  the  subject  being  so  divided  as  to  cover  separate  topics 
each  year,  but  allow  for  a  general  review  during  the  spring  term  of 
the  last  year. 

3.  Special  attention  shall  be  given  to  the  solution  of  numerical 
problems. 

4.  Individual  laboratory  practice  shall  continue  throughout  the 
two  years,  and  there  shall  be  sufficient  apparatus  to  allow  of  the 
students  working  in  pairs. 

At  least  seventy  laboratory  exercises  taken  from  the  list  given  in 
Exhibit  "A"  shall  be  completed  during  the  two  years. 

5.  Special  attention  shall  be  given  to  the  making  of  notes  on 
the  experiments  performed  and  students  who  desire  to  enter  the 
University  and  secure  credit  in  physics  must  present  their  note- 
books when  the  application  for  credit  is  made. 

EXHIBIT  A. 

List    of   Experiments   for   Laboratory   Practice. — Mechanics   and 
Properties  of  Matter. 

1.     A  comparison  of  the  metric  and  the  English  units  of  length. 

*2.  Determination  of  the  volume  of  a  regular  body,  by  meas- 
uring 'its  linear  dimensions  with  a  millimeter  scale. 

*3.  Determination  of  the  volume  of  an  irregular  body,  by  meas- 
uring or  weighing  the  amount  of  water  displaced  by  it. 

4.  Experimental  determination  of  ?r  (the  ratio  of  the  circum- 
ference to  the  diameter  of  a  circle),  by  measuring  the  circum- 
ference and  diameter  of  an  accurately  turned  disc. 

*5.  Determination  of  the  mass  per  unit  volume  (density)  of 
a  substance,  by  weighing  it  and  measuring  its  volume. 

6.  Principle  of  the  vernier,  and  use  of  the  vernier  caliper. 

7.  Principle  of  the  screw  micrometer,  and  use  of  the  micrometer 
caliper. 

8.  Verification  of  the  laws  of  pressure  of  liquids,  by  measur- 
ing the  pressure  at  various  distances  below  the  surface  of  water 
contained  in  a  deep  vessel. 


Physics  in  the  High  School  87 

*9.  Lifting  effect  of  a  liquid  on  a  body  totally  immersed  in  it 
(Archimedes'  Principle),  by  weighing  a  body  of  known  volume 
in  water  and  in  air. 

*10.  Determination  of  the  specific  gravity  of  a  solid  heavier 
than  water,  by  finding  the  volume  of  the  solid  from  its  loss  in 
weight  when  suspended  in  water. 

11.  Determination  of  the  specific  gravity  of  a  solid  lighter  than 
water^  by  using  a  sinker  to  immerse  the  body  completely  in  water. 

*12.  Determination  of  the  specific  gravity  of  a  liquid,  by  using 
a  specific  gravity  bottle. 

13.  Determination  of  the  specific  gravity  of  a  liquid,  by  meas- 
uring its  buoyant  action  on  a  body  of  known  volume  suspended 
in  it. 

*14.  Determination  of  the  specific  gravity  of  a  liquid,  by  bal- 
ancing columns  (Hare's  method). 

15.  Determination  of  the  pressure  of  a  gas,  by  measuring  the 
heights  of  the  liquid  columns  in  several  manometers  containing 
liquids  of  different  densities. 

*16.     Verification  of  Boyle's  law  for  air. 

17.  Measurement  of  the  pressure  of  the   atmosphere    (Tofri- 
celli's  experiment). 

18.  Verification  of  the  laws  of  uniformly  accelerated  motion, 
by  measuring  time  and  distance  passed  over  in  the  case  of  a  ball 
rolling  down  a  smooth  inclined  plane. 

*19.     Verification  of  the  laws  of  equilibrium  of  parallel  forces. 
*20.     Verification  of  the  law  of  the  parallelogram  of  forces. 

21.  Determination  of  the  coefficient  of  friction  between  two 
surfaces. 

22.  Verification  of  the  laws  of  the  lever;  the  law  of  moments. 

23.  Verification  of  the  law  of  action  and  reaction. 

24.  Determination  of  the  center  of  gravity  of  a  flat  body  of 
irregular  shape,  by  suspending  it  from  different  points  in  succes- 
sion. 

*25.     Verification  of  the  law  of  the  inclined  plane. 

*26.     Determination  of  the  mechanical  advantage  of  the  pulley. 

*27.     Verification  of  the  laws  of  the  pendulum. 

28.  Verification  of  Hooke's  law  of  elasticity,  by  measuring  the 
extension  of  a  spring  under  varying  loads. 

29.  Verification  of  the  laws  of  bending  of  rods,  by  measuring 


88  Pligh  School  Bulletin 

the  amount  of  bending,  under  various  loads,,  of  rods  of  varying 
dimensions  but  of  the  same  material. 

30.  Verification  of  the  laws  of  torsion  of  rods,  by  measuring  the 
angle  of  torsion  due  to  varying  moments  of  force  applied  to  rods 
of  different  lengths  and  thickness. 

• 
Sound. 

31.  Determination  of  the  number  of  vibrations  per  second  of  a 
tuning  fork. 

*32.  Measurement  of  the  speed  of  sound  in  air,  by  observing 
the  time  required  for  a  sound  to  traverse  a  measured  distance. 

*33.  Determination  of  the  wave  length  of  a  musical  sound, 
by  measuring  the  length  of  tube  which  will  give  resonance  with 
a  tuning  fork  of  known  frequency. 

*34.  Verification  of  the  laws  of  vibration  of  stretched  strings. 
•  35.  Determination  of  the  speed  of  sound  waves  in  a  rod,  by 
Kundt's  method. 

Heat. 

*36.  Determination  of  the  fixed  points  (0°  and  100°)  of  a 
mercury  thermometer. 

*37.  Determination  of  the  coefficient  of  linear  expansion  of  a 
rod. 

*38.  Determination  of  the  temperature  of  maximum  density 
of  water. 

39.  Measurement  of  the  expansion  of  air  at  constant  pressure, 
by  observing  the  change  in  length  of  a  column  of  dry  air  confined 
in  a  capillary  tube  by  means  of  a  drop  of  mercury. 

40.  Determination   of  the   coefficient   of   expansion   of   air   at 
constant  volume,  by  measuring,  by  means  of  an  adjustable  mano- 
meter, the  change  in  pressure  of  dry  air  enclosed  in  a  bulb  sub- 
jected to  different  temperatures  (ice  and  steam),  the  volume  being 
kept  constant  by  adjusting  the  manometer. 

*41.  Determination  of  melting  points  of  solids,  e.  g.,  paraffine, 
acetamide. 

4:2.  Determination  of  the  boiling  points  of  liquids,  e.  g.,  salt 
solutions  of  varying  concentrations. 

*43.  Determination  of  the  dew  point,  by  observing  the  tempera- 
ture at  which  atmospheric  moisture  begins  to  condense  on  (evapo- 


Physics  in  the  High  School  89 

rate  from)  the  polished  surface  of  a  vessel  containing  a  liquid 
which  is  being  slowly  cooled  (warmed). 

44.  A  study  of  the  laws  of  cooling,  by  observing  the  rate  of 
cooling  of  identical  vessels  containing  equal  quantities  of  hot  water, 
one  vessel  having  a  blackened  and  one  a  polished  surface. 

*45.  A  test  of  the  "method  of  mixtures/'  by  observing  the 
temperature  of  the  mixture  when  varying  quantities  of  water  at 
different  temperatures  are  poured  into  a  calorimeter,  whose  initial 
temperature  should  be  as  near  as  possible  .that  of  the  mixture. 

46.  Determination  of  the  "water  equivalent"  (heat  capacity) 
of  a  calorimeter  and  thermometer,  by  observing  the  amount  of  heat 
used  up  in  warming  up  the  calorimeter  and  thermometer  when 
warm  water  is  poured  into  the  calorimeter  containing  a  small 
quantity  of  water  and  the  thermometer. 

*47.  Determination  of  the  specific  heat  of  a  solid,  by  the 
method  of  mixtures. 

*48.  Determination  of  the  latent  heat  of  ice,  by  the  "method  of 
mixtures." 

49.  Determination  of  the  latent  heat  of  steam,  by  the  "method 
of  mixtures." 

50.  Observation  of  the  rate  of  cooling  of   a  substance  as  it 
passes  through  a  change  of  state,  liquid  to  solid,  e.  g.,  a  test  tube 
with  acetamide  cooling^  without  being  stirred,  from  about  95°  C. 
to  45°  or  50°  C. 

51.  Study  of  the  relation  between  the  temperature  and  pressure 
of  steam  from  boiling  water,  by  observing  the  temperature  of  the 
steam  in  a  closed  boiler,  the  pressure  being  regulated  by  partly 
confining  the  steam,  and  measured  by  means  of  an  attached  mer- 
cury manometer. 

Light. 

*52.  Study  of  the  law  of  intensity  of  illumination,  simple 
photometer. 

*53.     Verification  of  the  laws  of  reflection  from  a  plane  mirror. 

*54.  Study  of  the  formation  of  images  by  a  single  plane  mirror, 
and  by  two  plane  mirrors  placed  at  varying  angles  with  one  an- 
other. 

55.  Study  of  the  images  formed  by  a  convex  cylindrical  mirror. 

56.  Study  of  the  images  formed  by  a  concave  cylindrical  mir- 
ror. 


90  High  School  Bulletin 

57.     Determination  of  the  conjugate  foci  of  a  concave  spherical 
mirror. 

*58.     Determination  of  the  index  of  refraction  of  plate  glass, 
by  tracing  the  direction  of  a  beam  of  light  in  glass  and  in  air. 
'  59.     Measurement  of  the  index  of  refraction  of  water. 

60.  Study  of  the  deviation  of  a  beam  of  light  by  a  glass  prism, 
and  measurement  of  the  index  of  refraction  of  -the  prism. 

61.  Study  of  the  images  formed  by  a  convex  lens. 

62.  Study  of  the  images  formed  by  a  concave  lens. 

63.  Determination  of  the  principal  focus  of  a  convex  lens. 

64.  "Determination  of  the  conjugate  foci  of  a  convex  lens. 

65.  Determination  of  the  magnifying  power  of  a  single  lens. 

66.  Construction  of  a  simple  telescope  and  determination  of  its 
magnifying  power. 

67.  Construction  of  a  compound  microscope  and  determination 
of  its  magnifying  power. 

Electricity  and  Magnetism. 

68.  A  study  of  magnetic  phenomena. 

69.  A  study  of  electrostatic  phenomena. 

70.  Plotting  the  lines  of  force  around  a  bar  magnet,  by  using 
iron  filings  or  by  a  small  compass. 

71.  Plotting  the  lines  of  force  around  a  conductor  carrying  a 
current. 

72.  Study  of  a  single-fluid  cell. 

73.  Study  of  a  two-fluid  cell. 

74.  Study  of  the  effect  of  grouping  batteries  in  series  or  in 
parallel. 

75.  Measurement  of  resistance  by  substitution. 

76.  Verification  of  Ohm's  law. 

77.  Measurement  of  the  drop  of  potential  along  a  wire  carrying 
a  current. 

78.  Measurement  of  resistance  by  voltmeter  and  ammeter. 

79.  Measurement  of  electric  resistance  by  means  of  the  Wheat- 
stone  bridge. 

80.  Study  of  the  effect  of  temperature  on  the  resistance  of  a 
wire. 

81.  Measurement  of  resistance  of  conductors  joined  in  series 
and  in  parallel. 


Physics  in  the  High  School 


91 


82.  Study  of  electrolysis  and  the  storage  battery. 

83.  Study  of  the  action   of   a   current   on   a   magnet,   simple 
galvanometer. 

84.  Study  of  the  principle  of  the  D'Arsonval  galvanometer. 

85.  Study  of  the  electric  solenoid  and  electromagnet. 

86.  Study  of  the  electric  bell. 

87.  Study  of  the  electric  telegraph. 

88.  Study  of  the  electric  -motor. 

89.  Study  of  the  laws  of  induced  currents. 

90.  Study  of  the  electric  dynamo. 


EXHIBIT  B. 

Laboratory  Apparatus  for  Physics. 

Estimate  of  laboratory  apparatus  required  by  a  class  of  twelve 
students  for  performing  the  thirty-five  experiments  marked  by  an 
asterisk  in  Exhibit  "A,"  one-third  of  the  class  working  at  the 
same  problem,,  and  the  students  working  in  pairs. 


General  apparatus  and  supplies. 


Wood  meter  rods— brass  ferrules 6  $0.30 

30  cm.  wooden  scales 3  .10 

15  or  30  cm.  steel  metricscale 2  1.00 

Paper  m.  m.  scales... 1  doz.  .t5 

Rubber  tubing,  medium  weight,  ^  inch yz  Ib.  .80 

Rubber  tubing,  medium  weight,  b-16inch.. yz  Ib. 

Rubber  tubing,  pressure,  ye  inch ^  Ib. 

Glass  tubing,  1H  inch 1  Ib. 

Glass  tubing,  3-8  inch 1  Ib.  .45 

Glass  tubing,  %  inch lib.  .45 

Glass  tubing,  capillary,  assorted 1  Ib.  .75 

Insulated  copper  wire,  No.  16 1  Ib. 

Insulated  copper  wire,  No.  20 lib.  .75 

Spring  brass  wire,  No.  24  or  26 spool 

1  Wooden  cylinders,  about  4x6  cm 4  .25 

2  Overflow  cans 2  .45 

Catch  buckets,  for  catching  water  displaced 2  .20 

Balances,  trip  scales,  or  better.... 2  6  to  10.00 

Weights,  1  g.  toSOOg 2  1. 

8  Bottles,  wide  mouth,  glass  stopper :..  2  .10 

12  Apparatus  made  of  one  piece  small  size  glass  tubing  closed  at 
one  end,  and  a  larger  size  tubing  open  at  both  ends,  each 
about  12  in.  long,  connected  by  about  30  in.  rubber  pressure 
tubing,  forming  a  flexible  U-shaped  tube.  A  meter  rod  for 
measuring  height  of  mercury  in  the  tubes. 

Mercury 2  Ib.  .HO 

15  Spring  balances,  about  2000  g.  capac 6  .50 

Cord,  fish  line .25 

16  Meter  rods,  spring  balances  (see  above). 

Iron  weights,  up  to  2COOg 1  set  1.75 

19  Straight,  smooth  boards  for  inclined  plane  (made  by  carpenter)  2  .15 

Spring  balances,  about  250  g.  capacity 2  .60 


High  School  Bulletin 


General  apparatus  and  supplies. 

>, 

a 

b 

O1 

Price  each. 

Brass  single  pulleys  

2 

30 

Brass  double  pulleys                               .  . 

2 

40 

Metal  balls,  about  yz  in.  diam  
Silk  thread  A  one  spool  

2-6 

.05 
10 

Spy  glass 

o  5Q 

Tuning  fork  middle  C  

1 

1  25 

Tuning  forks  small  A 

g 

Large  size  glass  tube,  open,  10-15  in  long  

2 

Hydrometer  jar,  to  hold  water  for  regulating  length  of  air 
column  in  above  glass  tu^e  

9 

50 

Brass  wire,  soring  balances,  tuning  forks  (see  above). 
Thermometers  centigrade  scale  

4 

90 

Copper  boilers  ("Apparatus  A.") 

g 

1  00 

Gasoline  blast  lamps,  for  laboratories  not  furnished  with  gas. 
Linear  expansion  apparatus 

2 
2 

2.25 
2  50 

Small  wide  mouth  bottles  

2 

05 

Rubber  stoppers,  two  holes,  to  admit  thermometer  and  small 
bore  glass  tubing  

g 

.05 

Glass  tubes  about  1  mm  bore,  8-10  in    long 

2 

Glass  beakers,  about  8  oz    

4 

95 

Paraffine   . 

1  Ib 

40 

Small  size  nickled  cans  (see  catch  buckets  above)  

2 

Calorimeters  large  size  for  outside 

2 

45 

Calorimeters,  small  size  for  inside  
Copper  shot,  lead  shot,  or  pieces  of  brass  or  copper  wire  
Calorimeters,  same  as  above  

2 
1  Ib. 

.45 
.30 

Candles  (tallow  or  parafflne) 

25 

Screen  of  white  paper,  or  ground  glass.    Lead  pencil  set  in  a 
cork  to  cast  the  shadow  meter  rod 

Plane  mirrows,  plate  glass  

4 

15 

Pins,  one  paper. 

10 

Smooth  soft  pine  boards  for  drawing  board  (made  by  carpen- 
ter)   

4 

to 

Plate  glass  slab,  polished  edges  

4 

25 

Convex  lenses 

4 

10 

Lens  holders  to  fasten  to  meter  rod  
Screen  and  pin  holders  .  . 

4 
4 

.20 
30 

Bar  magnets 

4 

30 

Iron  filings  

1  Ib 

15 

Compasses,  very  short  needle  

4 

25 

T'unibiers,  for  use  as  battery  jars. 

2 

.20 

Zinc  and  copperstrips  

2  pr 

.10 

Sulphuric  acid  

Vz  gal 

.75 

Daniell  cells,  large  size  

2 

2.00 

or  American  primary  battery 

2 

2  50 

Dry  batteries,  tor  open  circuit  work  

4 

.H5 

Resistance  boxes  

g 

8  00 

Astatic  or  d'Arsonval  galvanometers  

2 

3  to  7.00 

EXHIBIT    C. 

Books  for  Reference. 

That  every  school  should  possess  a  library  for  the  use  of  both 
teachers  and  pupils  is  a  proposition  that  does  not  require  demon- 
stration. That  in  forming  such  a  library  the  interests  of  students 
of  science  should  not  be  neglected,  will  also  be  admitted.  To  that 
end  the  following  brief  list  is  submitted  in  the  hope  that  it  will 
prove  suggestive  and  lead  to  increased  interest  on  the  part  of  both 
pupils  and  teachers: 


Physics  in  the  High  School  93 

A  Text-Book  of  Physics,  by  William  Watson  (Longmans,  Green 
&  Co.). 

Units  and  Physical  Constants,  by  J.  D.  Everett  (The  Macmillan 
Co.). 

Experimental  Science,  by  George  M.  Hopkins   (Munn  &  Co.). 

Elementary  Practical  Physics,  by  Stewart  and  Gee  (The  Mac- 
millan Co.). 

Soap  Bullies,  by  C.  V.  Boys  (Society  for  the  Promotion  of 
Christian  Knowledge) . 

Spinning  Tops,  by  John  Perry  (Society  for  the  Promotion  of 
Christian  Knowledge). 

Light,  Visible  and  Invisible,  by  S.  P.  Thompson  (The  Macmil- 
lan Co.). 

Elementary  Electricity  and  Magnetism,  by  S.  P.  Thompson  (The 
Macmillan  Co.). 

Also,  it  will  be  found  helpful  to  the  teacher  to  have  at  hand 
copies  of  the  various  text-books  and  laboratory  manuals  previously 
named,  as  each  will  offer  valuable  suggestions  and  illustrations  for 
both  the  class-room  and  laboratory. 

In  addition,  it  is  advisable  for  the  teacher  and  students  to  have 
access  to  one  or  more  of  the  more  popular  scientific  journals  for  it 
will  constantly  stimulate  their  interest  and  cultivate  at  the  same 
time  the  habit  of  reading  and  of  connecting  the  principles  studied 
with  their  applications  in  everyday  life. 

One  plan  that  has  been  successfully  tried  is  to  form  a  club,  the 
members  of  which  contribute  a  small  sum  toward  the  subscription 
price  of  the  journals,  the  remainder  being  paid  by  the  school.  At 
the  close  of  the  year  the  journals  are  bound  and  added  to  the  school 
library.  When  the  city  or  town  supports  a  circulating  library 
with  reading  room,  any  such  arrangement  is,  of  course,  unneces- 
sary. 

Among  the  many  journals  the  following  are  suggested  as  most 
likely  to  prove  of  value : 

School  Science  and  Mathematics. 

Nature,  The  Macmillan  Co. 

Scientific  American,  Munn  &  Co. 

Scientific  American  Supplement,  Munn  &  Co. 


CHEMISTRY  IN  THE  HIGH  SCHOOL 

(One  or  two  units  may  be  offered.) 

The  introduction  of  chemistry  as  one  of  the  optional  require- 
ments for  admission  makes  it  necessary  to  publish  specific  informa- 
tion concerning  the  character  of  work  that  must  be  done  by 
candidates  for  admission  who  present  this  subject.  Chemistry 
properly  taught  has  as  much  educational  value  as  any  other  sub- 
ject; badly  taught,  it  is  valueless,  and,  to  avoid  any  misunderstand- 
ing on  the  part  of  candidates  for  entrance,  and  also,  in  order  to 
give  the  secondary  schools  due. notice  of  what  will  be  expected  of 
them,  the  "Special  Eeport  of  the  Committee  on  Chemistry  Pre- 
sented to  the  Committee  on  College  Entrance  Requirements  of  the 
National  Educational  Association"  (majority  report)  is  published 
here  in  full.  The  University  of  Texas  desires  to  see  this  report  in 
force  at  once,  because  it  means  that  chemistry  will  be  rationally 
taught, — that  dogmatism  and  text-book  idolatry,  in  so  far  as  chem- 
istry is  concerned,  will  be  buried. 

A  note-book  containing  a  complete  record  of  the  experiments 
he  has  performed,  and  certified  by  the  teacher,  must  be  presented 
at  entrance  by  the  candidate.  The  note-book  must  bear  evidence 
that  the  candidate  has  formed  the  habit  of  keeping  an  intelligible 
record  of  laboratory  work  extending  through  the  entire  series  of 
experiments  performed. 

The  Special  Report  of  the  Committee  on  Chemistry,,  presented 
to  the  Committee  on  College  Entrance  Requirements  of  the  Na- 
tional Educational  Association,  is  so  valuable  that  it  is  reprinted 
here  in  its  entirety. 

"SPECIAL  REPORT  OF  THE  COMMITTEE  ON  CHEMISTRY. 
"PRESENTED  TO  THE  COMMITTEE  ON  COLLEGE  ENTRANCE  REQUIRE- 
MENTS OF  THE  NATIONAL  EDUCATIONAL  ASSO- 
CIATION   IN    1899. 

"I.     Value  and  Place  of  Chemistry. 

"The  study  of  chemistry  is  a  valuable  constituent  of  the  high- 
school  course  on  account  (1)  of  the  training  in  observation  in  gen- 
eral and  correct  induction  from  observation  which  it  affords,  and 


Chemistry  in  the  High  School  95 

(xJ)  of  the  first-hand  information  which  it  gives  about  well-known 
materials,  the  principles  of  their  manufacture,  and  their  properties, 
as  the  result  of  personal  observation. 

"The  college  invites  its  study  in  preparatory  schools  on  account 
of  these  two  benefits.  To  be  of  subsequent  use  the  method  and  con- 
tent of  the  courses  in  preparatory  schools  must  be  definite  and  uni- 
form. The  selected  matter  must  be  thoroughly  taught,  so  as  to 
form  a  recognizable  constituent  of  the  preparation  of  those  who 
present  it.  When  these  conditions  are  fulfilled,  the  college  must 
give  proper  recognition  to  the  work.  All  colleges  must  give  admis- 
sion credit  for  the  subject.  In  addition  to  this  each  college  must 
provide  definite  means  for  advancing  the  entrant  in  chemistry  to 
an  extent  corresponding  to  his  previous  knowledge  of  the  subject. 
The  precise  method  of  doing  this  will  depend  upon  the  nature  of 
the  course  the  college  itself  offers.  In  any  case  no  pupil  who 
offers  chemistry  for  entrance,  and  receives  definite  credit  for  it, 
should  be  placed  in  the  same  class  with  beginners  who  had  no  such 
credit. 

"Without  laboratory  work  school  chemistry  is  wholly  valueless 
for  the  purposes  just  mentioned.  It  should  be  preceded  by  physics, 
since  chemistry  necessarily  assumes  a  knowledge  of  the  physical 
properties  of  matter  and  of  the  phenomena  connected  with  heat  and 
electricity.  If,  on  account  of  limited  teaching  force,  relatively 
little  time  can  be  given  to  the  science,  it  is  preferable  to  give  a  year 
each  to  one  or  two  sciences  than  shorter  periods  to  a  larger  number. 
It  must  be  remembered  that,  for  the  efficient  teaching  of  science, 
preparation  of  apparatus  and  experiments  for  demonstrations  and 
laboratory  work  are  necessary,  and  the  science  teacher  can  not, 
therefore,  carry  more  than  half  the  number  of  recitations  assigned 
to  most  other  teachers. 

"OUTLINE  OF  A  ONE-YEAR  COURSE. 

"The  work  outlined  below  will  demand  at  least  200  hours'  work ; 
about  half  the  time,  in  two-hour  periods,  should  be  spent  in  the 
laboratory. 

"II.     Method  of  Teaching. 

"Laboratory  Work. — The  experiments  must  be  performed  by 
each  pupil  individually. 

"Each  pupil  must  record  his  observations  and  the  interpretation 


96  High  School  Bulletin 

of  them  in  a  note-book.  His  work  should  be  continuously  super- 
vised and  his  records  frequently  examined  by  the  teacher. 

"Most  pupils  will  tend  to  fall  into  merely  mechanical  perform- 
ance of  assigned  work.  To  combat  this  is  the  most  difficult  task  of 
the  teacher  of  chemistry.  Each  experiment  is  a  question  put  to 
nature,  and  forethought  and  care  are  necessary  in  putting  the 
question,  and  study  and  reflection  in  interpreting  the  answer. 
Strenuous  effort  is  required  to  make  the  pupil  realize  this.  The 
questions  incorporated  in  the  laboratory  outline,  to  which  answers 
are  expected  as  part  of  the  notes;  individual  questioning  in  the 
laboratory;  above  all,  frequent,  thorough  quizzing  of  the  whole 
class,  are  the  best  means  of  forcing  the  significance  of  this  practical 
work  into  the  foreground. 

"Beginning  at  an  early  stage  in  the  course,  simple  quantitative 
experiments  should  be  given,  in  order  to  illustrate  the  laws  of  defi- 
nite and  multiple  proportion,  the  determination  of  combining  and 
equivalent  weights,  the  specific  gravity  of  gases,  etc.  This  will 
enable  the  pupil  to  appreciate  the  fact  that,  although  the  quantities 
used  in  the  majority  of  laboratory  exercises  may  not  be  measured, 
yet  the  proportions  and  the  compositions  by  weight  of  substances 
involved  in  all  chemical  changes  are  definite  and  measureable. 
Without  such  measurements  atomic  weights  will  seem  purely  myth- 
ical. Not  less  than  six  such  exercises  should  be  given.  One  or 
two  of  these  experiments  must  be  introduced  early,  in  order  that 
formulas  and  equations,  when  the  time  for  their  employment  comes, 
may  be  given  as  abbreviated  expressions  of  the  results  of  quanti- 
tative measurements. 

"Qualitative  analysis  is  a  branch  of  applied  chemistry,  and  can 
not  be  learned  otherwise  than  mechanically  without  a  long  prepara- 
tion in  general  chemistry.  There  should  be  no  pretense  of  teaching 
it  in  a  secondary  school  as  part  (much  less  as  the  whole)  of  the  first 
year's  work.  It  gives  a  distorted  view  of  the  classifications  of  the 
elements  and  of  the  relative  importance  of  their  properties,  and 
bears  the  same  relation  to  the  science  of  chemistry  that  the  Lin- 
nsean  system  of  classification  in  botany  bears  to  the  natural. 

"Yet  exercises  on  the  recognition  of  chemical  substances  will  tend 
to  fix  their  properties  in  the  mind  and  give  a  useful  review  of  many 
of  the  facts  and  principles  of  the  science,  provided  that  a  proper 
method  of  conducting  them  be  pursued.  Analytical  tables  encour- 


Chemistry  in  the  High  School  97 

age  mechanical  work  in  a  remarkable  degree,  and  can  not  be  per- 
mitted. An  outline  suggesting  suitable  dry  and  wet-way  experi- 
ments, which  will  throw  the  burden  of  thought  and  rigid  proof  on 
the  pupil,  will  be  a  sufficient  guide.  This  part  of  the  work  may 
fitly  occupy  five  or  six  weeks  of  the  course. 

''Class-Room. — Many  parts  of  the  subject  can  best  be  introduced 
by  means  of  carefully  reasoned  and  fully  illustrated  demonstrations 
by  the  teacher.  Sometimes  also  this  method  of  teaching  has  to  be 
used  where  the  apparatus  is  complicated  and  can  not  be  supplied  to 
each  pupil,  or  where,  in  striving  to  make  the  experiment  successful, 
the  pupil  will  be  in  danger  of  wasting  time.  Thus  on  pedagogical 
or  practical  grounds  some  of  the  Hofmann  experiments  for  illus- 
trating the  application  of  Avogadro's  hypothesis  (explosion  of 
hydrogen  and  oxygen,  electrolysis  of  hydrochloric  acid,  etc.)  are 
best  performed  by  the  teacher.  (No  teacher  should  fail  to  read 
Hofmann's  admirable  Lectures  on  Modern  Chemistry,  1865.)  The 
line  of  thought  to  be  developed  in  connection  with  the  experiments 
performed  by  the  teacher  and  by  the  pupil  is  well  given  (pp.  1-9) 
in  the  Harvard  Requirements  in  Chemistry.,  by  Professor  Richards. 

"The  theories  and  principles  must  be  presented  inductively. 
They  should  not  be  stated  as  dogmas,  or  as  if  they  were  part  of  the 
facts.  They  should  be  held  in  reserve  until  some  accumulated  facts 
demand  explanation  and  correlation.  Facts  incapable  of  correla- 
tion should  be  avoided  as  far  as  possible.  On  the  other  hand,  ex- 
planations by  the  handy  affinity  idea  are  worse  than  useless,  as 
they  are  generally  pure  nonsense.  When  symbols  and  formulae 
are  first  introduced,  special  care  must  be  taken  to  show  how  they  are 
derived  from  quantitative  measurements.  The  pupil's  own  observa- 
tions and  other  examples  must  be  used  to  show  how  the  formula? 
and  finally  the  equations,  are  reached  as  expressions  of  quantitative 
relations.  The  whole  process  of  determining  the  proportions  by 
weight  and  constructing  the  formula?  and  equations  must  be  done  or 
described  in  connection  with  every  chemical  change,  until  the  pupil 
is  thoroughly  familiar  with  the  operation  and  the  exact  significance 
of  the  equation  is  perfectly  clear  (cf.  Harvard  pamphlet  already 
mentioned,  p.  24,  on  this  point).  Formula?  must  on  no  account  be 
used  before  this  can  be  done,  as  otherwise  they  will  inevitably  ap- 
pear to  be  the  source  of  information  instead  of  the  receptacle  for  it 
All  "exercises  in  writing  equations"  and  rules  for  constructing 


98  High  School  Bulletin 

them,  as  if  they  were  mathematical  expressions,  must  be  rigidly  ex- 
cluded as  fantastic  and  misleading.  The  misuse  to  which  equa- 
tions have  been  put  has  led  to  their  omission  or  prolonged  post- 
ponement by  some  teachers.  Their  introduction  at  an  early  stage 
can  do  no  possible  harm,  provided  the  laboratory  work  contains 
exercises  specifically  intended  to  illustrate  the  way  in  which  tha 
facts  recorded  in  the  equations  are  ascertained  and  the  manner  in 
which  the  equations  are  constructed  from  these  facts.  The  atomic 
theory  should  not  be  introduced  until  after  this  experimental  foun- 
dation of  the  equation  is  thoroughly  familiar.  The  equation  has 
no  necessary  connection  with  this  theory.  The  teacher  will  derive 
valuable  hints  in  regard  to  method  from  Perkin  and  Lean's  Intro- 
duction to  Chemistry. 

"Library. — Interest  in  the  study  should  be  fostered  by  providing 
a  small  library.  The  use  of  this  will  counteract  the  idea  which  the 
pupil  may  possibly  receive  that  the  text-book  employed  in  the  class 
is  a  'complete'  treatise.  It  should  contain  some  more  advanced 
works,  as  well  as  some  of  a  more  popular  nature. 

"111.     Subject-Natter. 

"The  following  outline  includes  only  the  indispensable  things 
which  must  be  studied  in  the  class-room  and  laboratory.  The  mate- 
rial is,  for  the  most  part,  common  to  all  elementary  text-books  and 
laboratory  manuals.  Each  book  makes  its  own  selection  of  facts 
beyond  this  which  may  be  necessary  for  the  illustration  of  the  prin- 
ciples of  the  science.  The  order  of  presentation  will  naturally  be 
determined  by  each  teacher  for  himself. 

"Outline. — The  chief  physical  and  chemical  characteristics,  the 
preparation  and  the  recognition  of  the  following  elements  and  their 
chief  compounds:  Oxygen,  hydrogen,  carbon,  nitrogen,  chlorine, 
bromine,  iodine,  fluorine,  sulphur,  phosphorus,  silicon,  potassium, 
sodium,  calcium,  magnesium,  zinc,  copper,  mercury,  silver,  alumin- 
ium, lead,  tin,  iron,  manganese,  chromium. 

"More  detailed  study  should  be  confined  to  the  italicized  elements 
(as  such)  and  to  a  restricted  list  of  compounds,  such  as  water, 
hydrochloric  acid,  carbon  monoxide,  carbon  dioxide,  nitric  acid, 
ammonia,  sulphur  dioxide,  sulphuric  acid,  hydrogen  sulphide,  so- 
dium hydroxide. 

"Attention  should  be  given  to  the  atmosphere  (constitution  and 


Chemistry  in  the  High  School  99 

relation  to  animal  and  vegetable  life),  flames,  acids,  bases,  salts, 
oxidation  and  reduction,  crystallization,  manufacturing  processes, 
familiar  substances  (illuminating  gas,  explosives,  baking  powder, 
mortar,  glass,  metallurgy,  steel,  common  alloys,  porcelain,  soap). 

"Combining  proportions  by  weight  and  volume;  calculations 
founded  on  these  and  Boyle's  and  Charles's  laws;  symbols  and 
nomenclature  (with  careful  avoidance  of  special  stress,  since  these 
are  non-essential) ;  atomic  theory,  atomic  weights  and  valency  in  a 
very  elementary  way;  nascent  state;  natural  grouping  of  the  ele- 
ments; solution  (solvents  and  solubility  of  gases,  liquids,  and 
solids,  saturation);  ionization;  mass  action  and  equilibrium; 
strength  (=activity)  of  acids  and  bases;  conservatism  and  dissi- 
pation of  energy;  chemical  energy  (very  elementary)  ;  electrolysis. 
Chemical  terms  should  be  defined  and  explained,  and  the  pupil 
should  be  able  to  illustrate  and  apply  the  ideas  they  embody.  The 
theoretical  topics  are  not  intended  to  form  separate  subjects  of 
study,  but  to  be  taught  only  so  far  as  is  necessary  for  the  correla- 
tion and  explanation  of  the  experimental  facts. 

"The  facts  should  be  given  as  examples  from  various  classes,  and 
not  as  isolated  things.  Thus  to  speak  of  a  "standard  method  of 
preparing  hydrogen,"  whereby  the  action  of  zinc  on  hydrochloric 
acid  is  meant,  shows  narrow  and  infertile  teaching.  It  should  be 
shown  that  all  acids  are  acted  upon  by  a  certain  class  of  metals  to 
produce  hydrogen.  Examples  of  both  classes  of  metals  should  be 
given  and  the  general  principles  derived.  The  reason  for  using 
zinc  and  hydrochloric  acid  in  the  laboratory  can  then  be  stated. 

ffIV.     Equipment. 

"Chemistry  can  not  be  taught  satisfactorily  without  a  proper 
laboratory  and  a  sufficient  supply  of  apparatus.  The  former  should 
contain  desks,  with  gas  and  water  connections,  bottle  racks,  and 
well  ventilated  hoods.  Each  pupil  should  have  his  own  set  of 
apparatus. 

"In  view  of  the  prevailing  idea  that  quantitative  experiments 
require  expensive  apparatus,  it  may  be  mentioned  that  a  balance 
with  case  (Becker  No.  31) — costing,  when  imported  duty-free, 
$15 — and  weights  ($1.25)  will  amply  suffice,  and  some  teachers 
secure  good  results  by  giving  each  pupil  ordinary  hand  scales,  cost- 
ing less  than  $1.50.  There  should  be  one  balance  to  every  six 


100  High  School  Bulletin 

pupils  working  at  one  time.  In  addition  to  this  the  following  will 
be  required: 

"Barometer;  thermometers;  burettes,  two  for  four  pupils  at 
least;  porcelain  crucibles  for  each  student;  bottle  for  aspirator  (one 
liter)  for  each  student. 

"Most  of  the  apparatus  for  demonstration  can  be  made  by  the 
teacher  by  use  of  the  blowpipe,  some  glass  tubing  of  various  sizes, 
and  a  few  pieces  of  thin  platinum  wire. 

"It  may  not  be  out  of  place  to  add  that  a  teacher  competent  to 
instruct  a  class  after  the  fashion  indicated  here  must  have  had  con- 
siderable training  in  the  several  branches  of  the  sciences.  His 
minimum  equipment  will  be:  Physics  (one  year),  general  chem- 
istry (one  year),  qualitative  analysis  (two  terms;  one  term=twelve 
weeks),  quantitative  analysis  (one  term),  theoretical  chemistry 
(one  term),  organic  chemistry  (one  term),  some  acquaintance  with 
the  history  of  the  science,  and  familiarity  with  all  the  chief  books 
suitable  as  works  of  reference  in  connection  with  such  a  course,  and 
all  of  the  text-books  for  secondary-school  chemistry." 

Of  first  importance  is  the  qualifications  of  the  teacher,  next 
adequate  laboratory  equipment,  and  lastly  a  modern  text-book, 
among  which  may  be  mentioned : 

Eemsen's  An  Introduction  to  the  Study  of  Chemistry  (Henry 
Holt  &  Co.)  ;  NewelPs  Descriptive  Chemistry  with  Experiments 
(D.  C.  Heath  &  Co.)  ;  Hessler-Smith's  Essentials  of  Chemistry 
{Benj.  H.  Sanborn  &  Co.) ;  First  Principles  of  Chemistry,  by 
Raymond  B.  Brownlee,  and  others  (Allyn  &  Bacon)  ;  Special 
Experiments  and  Discussions  in  Introductory  Chemistry,  by  E.  P. 
Schoch  (D.  C.  Heath  &  Co.). 

Under  no  circumstances  should  the  teacher  become  enslaved  to 
any  one  text-book.  He  should  make  it  his  business  to  be  familiar 
with  the  literature  of  chemistry,  especially  as  much  thereof  as  may 
be  serviceable  in  the  work  undertaken  by  him;  and  he  should  also 
feel  it  his  duty  to  adopt  a  new  text-book  when  in  his  opinion  his 
work  can  be  made  more  efficient  by  so.  doing. 

THE   TWO-YEAR  COURSE   IN   HIGH-SCHOOL   CHEMISTEY. 

The  two-year  course  in  chemistry  should  prepare  the  candidate  to 
stand  a  successful  examination  in: 
1.     General  inorganic  chemistry. 


Chemistry  in  the 

2.  The  general  facts  concerning  metathetical  reactions  and  the 
ionization  theory. 

3.  A  rational  method  of  writing  oxidation  reactions,  such  as 
given  in  Prescott  and  Johnson's   Qualitative   Analysis    (D.   Van 
Nostrand  Co.). 

4.  The  nomenclature  of  salts,  acids,  and  anhydrides,  as  pre- 
sented with  the  "Periodic  System"  as  a  basis. 

5.  A  comprehensive  course  in  qualitative  analysis,  similar  to 
that  covered  by  A.  A.  Noyes's  Qualitative  Analysis  (The  Macmil- 
lan  Co.). 

An  outline  of  the  first'  half  of  the  two-year  course  is  given  in  the 
"Outline  of  the  One-Year  Course/'  For  a  more  detailed  outline, 
consult  Schoch's  Special  Experiments  and  Discussions  in  Intro- 
ductory Chemistry  (D.  C.  Heath  &  Co.). 

The  second  half,  or  second  year,  of  the  "two-years  course"  should 
give  the  pupil  a  firmer  grasp  of  the  fundamentals  of  inorganic 
chemistry.  At  least  200  hours  should  be  given  to  the  work — one- 
half  of  which  should  be  spent  in  the  laboratory.  Two  or  three 
two-hour  periods  a  week  throughout  the  session  should  be  devoted 
to  laboratory  work,  and  two  or  three  periods  a  week  throughout 
the  session  given  to  work  in  the  class-room.  The  work  in  the 
laboratory  should  very  fully  cover  as  comprehensive  a  course  in 
qualitative  chemistry  as  is  given  in  A.  A.  Noyes's  Qualitative 
Analysis,  and  the  theory  of  the  reactions  involved  in  the  laboratory 
work  should  be  presented  in  accordance  with  the  present  develop- 
ment of  the  theory  of  electrolytic  dissociation.  (Consult  Talbot 
and  Blanchard's  Electrolytic  Dissociation.)  The  work  should  in- 
clude the  analysis  of  a  large  number  of  "unknown"  substances  in 
solution,  and  also  dry  substances,  e.  g.,  various  salts,  minerals,  and 
commercial  inorganic  products. 

The  work  in  the  class-room  should  include  quizzes  on  the  labo- 
ratory work,  and  a  systematic  treatment  of  inorganic  chemistry 
equivalent  to  that  given  in  Newth's  Text-Boole  of  Inorganic  Chem- 
istry (Longmans,  Green,  &  Co.)  ;  Alexander  Smith's  Introduction 
to  General  Inorganic  Chemistry  (The  Century  Co.)  ;  Holleman's 
Text-Book  of  Inorganic  Chemistry,  Cooper's  translation  (Jno. 
Wiley  &  Son.)  ;  Eemsen's  Advanced  Inorganic  Chemistry  (Henry 
Holt  &  Co.)  ;  or  some  other  good  text-book  on  chemistry. 

In  addition  to  adequate  laboratory  equipment,  library  facilities 


102  j      High  School  Bulletin 

should  be  provided  for  the  teacher  and  pupils,  and  sufficient  time 
should  be  allotted  both  to  prepare  and  execute  the  work  in  a  very 
thorough  manner. 

For  fuller  details  consult  the  first  eight  chapters  in  Smith  and 
Hall's  The  Teaching  of  Chemistry  and  Physics  (Longmans,  Green, 
&  Co.). 

The  statement  made  in  the  one-year  course  in  regard  to  the  note- 
book applies  with  equal  force  here. 

In  conclusion  it  can  not  be  too  emphatically  stated  that  the 
first  prerequisite  for  the  two-year  course  in  high-school  chemistry  is 
a  competent  teacher.  The  course  should  'not  be  undertaken  unless 
a  competent  teacher  and  adequate  time  and  equipment  are  pro- 
vided. These  items  are  expensive,  and  the  trustees  must  be  willing 
to  meet  the  expense  if  the  course  is  to  be  added  to  the  curriculum. 
It  should  come  in  the  senior  or  graduate  year,  and  should  be  im- 
mediately preceded  by  the  one-year  course  and  a  course  in  physics. 


BOTANY  IN  THE  HIGH  SCHOOL 

(One  or  two  units  may  be  offered.)* 

The  writer  desires  to  take  advantage  of  this  opportunity  to  em- 
phasize the  importance  of  placing  the  study  of  botany  in  the  cur- 
riculum of  every  high  school  in  the  State.  It  is  his  opinion, 
further,  that  every  school  supported  by  the  State  should  offer  in- 
structions in  botany  011  the  ground  that,  as  the  State's  resources 
are  largely  measured  by  the  products  of  plant  growth — cotton, 
cereals,  lumber,  fruit,  grasses,  and  garden  products, — the  study 
would  be  supposed  to  improve  the  quality  and  increase  the  quantity 
of  these  staple  products,  and  so  add  to  the  wealth  and  prosperity  of 
the  commonwealth.  Even  now,  the  State  is  committed  to  a  policy 
of  this  kind  in  the  purpose  of  having  elementary  agriculture 
taught  in  the  public  schools.  It  will  be  found  that  this  course 
in  elementary  agriculture  will  consist  in  the  main  of  botanical 
study  in  one  phase  or  another,  and  incidentally  it  may  be  remarked 
that  the  botanical  training  in  the  high  school  will  be  utilized  in 
large  measure  in  carrying  out  the  design. 

To  give  more  emphasis  to  the  fact  that  provision  for  the  study 
of  botany  in  public  schools  is  a  good  investment  for  the  State, 
one  need  only  point  out  what  botanical  investigations  are  doing 
at  the  present  time  in  behalf  of  interests  identified  with  the  grow- 
ing of  plants.  The  National  Government  alone  employs  several 
hundred  men  trained  in  various  lines  of  botany  to  carry  on  inves- 
tigations with  plants  with  a  view  to  improving  quality,  increasing 
yield,  or  otherwise  making  their  cultivation  more  profitable,  and 
more  than  three  million  dollars  is  spent  in  this  work  annually.  As 
a  result,  varieties  of  cotton  are  being  discovered  which  either  have 
a  better  staple  or  more  of  it,  or  which  mature  earlier  or  are  more 
immune  against  the  attacks  of  cotton  enemies.  Similarly,  varie- 
ties of  wheat  have  been  originated  which  are  better  suited  to 
hot,  dry  climates,  which  resist  the  rust  better,  and  whose  grain  is 
more  valuable,  by  reason  of  its  hardness,  for  special  purposes. 

*A  two-unit  course  in  botany  will  be  furnished  on   application  to  the 
Visitor  of  Schools. 


104  High  School  Bulletin 

And  so  on  with  corn  and  other  grains,,  with  fruits  and  vegetables, 
with  cattle  ranges,  forests,  et  cetera.  These  gains  come  about  as 
a  consequence  of  a  clear  insight  into  the  phenomena  of  plant  life 
toward  which  the  study  of  botany  leads. 

Eeturning  to  the  first  statement  about  the  importance  of  botany 
in  the  high  school,  the  utilitarian  idea  just  exploited  is  to  be 
placed  second  to  the  value  of  botany  as  a  means  of  education. 
There  is,  of  course,  here  involved  a  training  of  the  powers  of  ob- 
servation and  discernment,  of  dexterity  in  manipulation  and  of 
clearness  and  conciseness  in  expressing  judgments,  but  of  special 
importance  is  the  field  of  knowledge  with  which  the  study  ac- 
quaints one.  It  is  the  domain  of  biology.  Here  one  inquires  as 
to  the  origin  and  properties  of  living  substance.  He  observes 
how  it  expresses  itself  in  organized  forms,  and  how  from  a  simple 
beginning  there  has  been  an  unfolding  into  countless  forms  of 
great  diversity  and  complexity,  but  all  united  by  the  tie  of  com- 
mon descent.  One  may  not  stop  to  specify  further,  but  we  may 
accept  the  oft-repeated  statement  that  no  other  field  of  study  in 
modern  times  has  had  so  profound  an  influence  upon  the  thought 
of  the  world  as  the  study  of  biology.  It  would  be  poor  economy 
that  continued  to  neglect  so  powerful  an  educational  agency. 

The  argument  here  is,  of  course,  for  biology  in  general  rather 
than  for  plant  biology  alone.  That  would,  no  doubt,  be  the  better 
course  which  considered  both  the  field  of  plant  biology  and  of 
animal  biology  together,  but  since  there  are  limitations  as  to  the 
scope  of  the  course  and  preferences  as  to  the  agreeableness  and 
availability  of  materials  for  study,  the  case  of  botany  is  here  espe- 
cially set  forth.  This  leads  to  the  presentation  of  a  third  reason 
for  placing  botany  in  the  course  of  study,  namely,  that  the  mate- 
rials are  abundant,  conveniently  at  hand  and  agreeable  to  work 
with  and  that  no  large  initial  expense  is  necessary  in  providing 
for  the  work,  though  to  be  sure  the  possession  of  compound  mi- 
croscopes, for  example,  would  be  a  great  advantage. 

Briefly,  then,  the  study  of  botany  is  emphasized,  first,  because 
of  its  training  value;  second,  because  it  furnishes  a  rational  basis 
of  knowledge  upon  which  to  develop  the  State's  largest  resources; 
third,  because  of  the  moderate  expense  in  organizing  and  maintain- 
ing the  course  and  of  the  abundance,  availability,  and  agreeableness 
of  the  materials  worked  with. 


Botany  in  the  High  School  105 

THE   NATURE   OF   THE    COURSE. 

In  spite  of  the  abundance  of  material  to  draw  from,  it  has  been 
no  easy  matter  to  decide  what  should  be  utilized  in  a  high-school 
course  or  in  what  order  to  present  it.  The  selection  becomes  still 
more  difficult  where  the  equipment  does  not  include  compound 
microscopes.  This  much  seems  certain,  that  the  old  system  of 
analyzing  flowers  and  laboriously  struggling  through  a  key  to  the 
Latin  name,  of  amassing  a  vocabulary  of  meaningless  names  of 
parts  whose  structure  and  function  might  be  wholly  unsuspected, 
is  to  be  discarded  as  practically  worthless  for  educational  purposes. 
Not  only  have  much  time  and  energy  been  wasted  along  this  line, 
but  by  assuming  this  procedure  to  represent  botanical  study  the 
virility  of  the  subject  has  been  brought  into  question.  If  we 
keep  in  mind  that  this  is  a  biological  study,  then  we  confine  our 
choice  of  material  to  that  which  will  give  insight  into  biological 
phenomena;  i.  ®.}  we  shall  study  largely  living  plants  themselves. 
Accordingly,  physiology  which  deals  with  life  processes,  together 
with  structure  and  adaptation  of  organs  through  which  the  func- 
tions are  performed,  will  form  the  basis  and  largely  the  content 
of  the  course. 

It  is  maintained  by  some  very  superior  teachers  of  botany,  that 
in  the  high-school  course  the  student  should  begin  with  the  lowest 
forms  of  plants  and  (assuming  an  equipment  of  compound  micro- 
scopes) follow  a  series  of  types  representing  the  various  groups  of 
plants  from  the  lowest  to  the  highest.  This  order  is  followed  in 
the  first  year's  work  in  botany  at  the  University  of  Texas.  For 
high  schools,  however,  where  the  students  are  somewhat  less  mature 
and  where  there  may  be  no  compound  microscopes,  it  seems  more 
advisable  to  begin  with  objects  that  are  more  or  less  familiar  and 
easily  seen  and  handled.  Since  in  popular  belief,  if  not  in  fact,  the 
cycle  of  life  in  the  highest  plants  begins  with  the  seed,  that 
familiar  structure  furnishes  a  good  beginning  point  from  which 
the  cycle  of  life  in  the  individual  may  be  followed  in  its  evolution 
from  the  relatively  minute  embryo  through  its  germination  period, 
its  seedling  stage,  and  so  on  to  the  mature  plant  which  in  turn 
produces  seed  like  that  from  which  itself  sprang. 

Following  this  could  be  taken  up  the  study  of  the  plant  kingdom, 
in  which,  as  in  the  preceding  part,  the  most  primitive  plants  are 


106  High  School  Bulletin 

studied  first  and  the  more  advanced  successively  in  the  order  in 
which  they  seem  to  have  evolved,  until  the  highest — the  higher 
seed  plants — are  reached.  This  part  may  be  made  brief,  as,  indeed, 
it  would  need  to  be  in  case  no  compound  microscopes  were  avail- 
able. 

A  third  part  is  further  recommended  which  shall  have  in  view 
the  adaptation  of  plants  to  their  environment.  The  first  division 
will  continue  from  the  point  reached  in  part  two  which  ends  with 
the  study  of  the  lily  as  a  type  of  angiosperms.  It  will  endeavor  to 
trace  the  evolution  of  the  flower  through  a  series  of  progressive 
groups  running  from  the  most  primitive  to  the  most  advanced. 
The  evolution  here  meant  is  that  along  the  line  of  adaptation  to 
pollination  by  special  agencies — especially  insects. 

The  second  division  of  part  two  will  consider  the  subject  of 
adaptation  to  physical  environment  of  which  climate  and  soils  are 
the  two  general  groups  of  factors.  It  will  show  how  the  factors 
of  light,  temperature,  moisture,  soil  texture,  etc.,  influence  the 
structure  and  distribution  of  plants  and  will  in  particular  deal 
with  the  plant  geography  of  Texas  from  which  a  great  wealth  of 
illustration  may  be  drawn. 

Such  is  in  brief  the  plan  of  the  course  of  study  recommended 
for  the  high  schools.  It  is  by  no  means  prescribed  in  toto.  but  it 
is  believed  advisable  to  embrace  in  the  year's  work  as  wide  a  range 
of  subjects  as  is  here  given. 

Following  is  a  synopsis  of  the  three  parts  of  the  course: 

Part  I.  The  study  of  a  series  of  typical  seeds ;  general  structure, 
relation  of  embryo  to  food  supply,  experiments  to  determine  vital 
processes  in  germinating  seed.  The  seedling  and  the  establishment 
of  its  relation  to  soil,  light  and  other  factors  of  its  environment — 
especially  with  reference  to  nutrition.  The  gross  anatomy  and 
so  far  as  possible  the  minute  anatomy  of  roots,  leaves,  and  stems 
considered  especially  in  connection  with  the  functions  of  these 
organs ;  variations  in  form  and  structure  in  roots,  leaves  and  stems 
as  adaptations  to  special  purposes.  The  flower  considered  briefly  as 
a  shoot  with  its  leaf  members  especially  adapted  by  correlation  to 
promote  the  vital  function  of  reproduction. 

Part  II.  The  study  of  a  series  of  types  representing  the  large 
groups  of  the  Plant  Kingdom;  the  gross  structure  and,  with  com- 
pound microscopes,  the  minute  structure  is  to  be  studied  and 


Botany  in  the  High  School  107 

in  each  case  the  life  history,  i.  e.,  the  complete  cycle  of  the  in- 
dividual is  to  be  learned.  The  types  embrace:  a  green  alga,  pref- 
erably Spirogyra,  with  superficial  examination  of  numerous  others ; 
a  moss,  preferably  the  common  Funaria;  a  fern,  the  maiden  hair 
fern  or  the  bracken  fern  (Pteris)  ;  Equisetum,  and  by  special  ar- 
rangement for  collection,  a  Selaginella;  the  pine — any  one  of  the 
three  native  Eeastern  Texas  species  will  answer;  the  lily — adder 
tongue,  crow  poison,  Camassia,  easter  lily,  etc.,  will  answer.  In 
the  study  of  the  lily  at  this  point  only  the  floral  structures  are  to 
be  considered  and  in  this,  the  attempt  will  be  to  understand  the 
lily  flower  in  its  relation  to  the  reproductive  organs  of  the  imme- 
diately preceding  groups  of  plants. 

Part  III.  From  the  study  of  the  minute  structure  and  function 
of  the  lily  flower  pass  to  the  study  of  a  series  of  flower  types 
designed  to  show  the  evolution  of  the  flower  in  its  relation  to 
pollinating  agencies — especially  insects.  From  Monocotyledons 
select,  say,  the  following:  The  cat-tail  flag,  or  the  pond  weed,  a 
grass  (the  oat  flower),  water  plantain  or  arrowhead,  a  lily,  an 
Amaryllis,  Iris,  and  Canna.  From  the  Dicotyledons :  The  willow, 
or  pecan,  hackberry,  buttercup,  or  Anemone,  or  Magnolia,  larkspur, 
or  columbine,  geranium,  or  Oxalis,  and  nasturtium,  the  cotton 
blossom,  the  violet,  the  bluebonnet,  or  the  sweet  pea,  the  pink, 
evening  primrose,  nightshade,  or  morning  glory,  Salvia,  or  horse- 
mint,  honeysuckle,  "dandelion"  (Pyrrhopappus),  "ragged  robin" 
(Lygodesmia),  thistle  or  Centaurea,  sunflower,  or  "fire  wheel" 
(Gaillardia  pulchella). 

The  second  division  of  part  III :  The  Plant  Geography  of  Texas. 
There  will  first  be  a  brief  general  consideration  of  the  environ- 
mental factors  which  influence  the  structure  "and  habits  of  plants — 
temperature,  moisture,  light,  soil  texture,  soil  chemistry,  etc.,  and 
specific  illustrations  of  the  effect  they  produce  singly  and  in  co- 
operation. Next,  these  factors  will  be  considered  in  their  spe- 
cific relation  to  the  Texas  region  and  the  distribution  of  plants 
as  determined  by  them,  but  more  especially  the  association  of 
plants  together  forming  characteristic  types  of  vegetation  or  vege- 
tation formations;  e.  g.,  forest,  prairie,  chaparral.  From  these 
formations  prominent  species  are  to  be  selected  for  a  study  of 
the  special  adaptations  in  form  and  structure  to  their  particular 


108  High  School  Bulletin 

habitat,  e.  g.,  prickly  pear  and  other  cacti,  Spanish-dagger,  long 
leaf  pine,  shade  plants,  water  plants,  etc. 

For  the  subjects  comprised  in  Parts  I,  II,  and  the  first  division 
of  111,  such  texts  as  Atkinson,  Bergen,  Leavitt,  and  Stevens  are  to 
be  recommended.  Some  of  these  also  introduce  the  subject  of 
plant  geography,  but  the  particular  presentation  of  the  subject 
indicated  here — based  on  Warming's  Ecological  Plant  Geography 
— has  not  yet  been  made  available  for  use  in  any  text-book  in  this 
country. 

AMOUNT  OF   WORK  REQUIRED  FOR  AFFILIATION. 

In  the  scheme  of  elective  entrance  requirements  to  the  Univer- 
sit}r,  botany,  where  offered,  may  absolve  one  or  two  units.  One 
unit  of  credit  presupposes  one  full  year  of  botanical  study  with 
the  equivalent  of  one  daily  exercise  of  forty  minutes  duration  for 
a  term  of  at  least  thirty-six  weeks.  Two  units  of  credit  presuppose 
double  this  amount  of  work.  It  is  further  required  that  at  least 
one-half  the  course  be  devoted  to  laboratory  work.  For  the  re- 
mainder there  will  be  regular  class  periods  in  which  the  teacher 
will  present  new  subjects  or  summarize  work  by  lectures,  hear  reci- 
tations from  text-books,  reports  upon  collateral  reading,  experi- 
ments, field  work,  and  so  on.  It  would  be  preferable  to  have 
laboratory  periods  of  double  the  length  of  the  recitation  period. 
The  arrangement  recommended  would  be,  two  class  exercises 
weekly  and  three  double  laboratory  periods  weekly. 

EQUIPMENT. 

It  was  intimated  in  the  previous  paragraph  that  the  initial 
equipment  for  botanical  study  need  involve  no  large  outlay  of 
funds.  Let  this  not  be  a  misleading  statement.  A  liberal  equip- 
ment is  highly  desirable  in  order  to  insure  reasonably  efficient 
work.  But  if  high  schools  wait  for  equipment,  the  introduction 
of  botany  will  be  too  long  delayed.  Better  begin  with  what  can  be 
had  and  gradually  acquire  the  rest.  There  may  be  no  room  for  a 
laboratory,  no  extra  time  for  laboratory  periods,  no  compound 
microscopes;  still,  if  there  be  a  teacher  who  knows  botany  and  can 
teach  it,  who  knows  where  to  find  material  for  study  and  how  to 
utilize  it,  who  has  some  skill  in  devising  experiments,  the  course 
will  succeed  anyhow,  and  the  material  equipment  will  inevitably 


Botany  in  the  High  School  109 

follow.  The  sine  qua  non  of  equipment,  then,  is  a  good  teacher 
well  equipped  to  teach  botany.  On  the  average,  it  is  safe  to  say 
that  when  a  live  teacher  of  natural  science  demonstrates  objectively 
the  value  of  his  work,  the  trustees  come  forward  with  equipment 
money. 

Let  more  good  teachers  get  thoroughly  prepared  to  carry  on 
laboratory  science  courses  in  the  high  school,  and  it  will  not  be 
long  until  every  high  school  in  the  State  will  have  a  laboratory 
reasonably  equipped  for  at  least  one  of  the  natural  sciences. 

In  order  to  meet  the  need  for  specific  information  in  regard 
to  the  nature  and  cost  of  equipment  for  laboratory  work  in  tho 
high  school,  there  are  given  here  two  estimates  of  which  the  first, 
"A,"  may  be  described  as  liberal,  the  second,  "B,"  as  very  moderate. 
Both  estimates  are  based  on  accommodations  for  twenty  students 
at  one  sitting. 

Estimate  A. — A  Liberal  Equipment. 

1.  Special    laboratory   room,   well    lighted,,   preferably 

with  east  and  north  exposure.  Water  and  gas  con- 
nections, if  possible. 

2.  Five  laboratory  tables,  each  accommodating  four  pu- 

pils ;  one  drawer  and  locker  for  each  student,  made 
by  local  mill  or  carpenters,  from  special  design ; 
estimated  cost $  60  00 

3.  Ten  compound  microscopes,  at  $30  each 300  00 

4.  Twenty  dissecting  microscopes,  at  $3  each 60  00 

5.  One  wall  case  for  instruments  and  supplies;  made  by 

local  workmen  from  special  designs ;  estimated  cost       15  00 

6.  Standard  section  of  herbarium  case,  made  as  in  5; 

estimated  cost 10  00 

?'.  Twelve  to  twenty  feet  of  broad  table  shelving  for 
aquarium  jars,  cultures,  standing  experiments,  etc., 
estimated  cost  10  00 

8.  Glassware,  pots,  germinating  trays  and  other  utensils 

for  growing  specimens  and  for  experiments;  esti- 
mated cost 10  00 

9.  Standard  chemicals,  preserving  fluids,  etc.,  estimated 

cost  .  10  00 


HO  High  School  Bulletin 

10.  Plant  press,   drying  and  pressing  paper,  collecting 

box ;  estimated  cost 500 

(Most  of  these  items  furnished  also  by  the-students 
as  a  part  of  their  own  equipment.) 

11.  Reference   books;    see    *list   below;    estimated   cost 

about 50  00 


Total  estimated  cost $  530  00 

Estimate  B. — A  Very  Moderate  Equipment. 

1.  Eegular  recitation  room  and  desks  to  be  used  for  lab- 

oratory exercises. 

2.  Special  case  of  drawers  and  shelves  for  supplies;  es- 

timated cost    $10  00 

3.  Twenty  dissecting  microscopes,,  home  made;  students 

furnish  their  own  lenses ;  estimated  cost 500 

4.  Utensils  for  growing  class  material,  experiments,  etc. ; 

estimated  cost 6  00 

5.  Jars  for  preserved  specimens  preserving  fluid,  etc.,  esti- 

mated cost  5-00 

6.  Outfits  for  pressing  plants,  furnished  by  students. 

7.  Books  3,  9,  18,  28,  29,  34,  35,  36,  in  list  below,  about.   25  00 


Total  about $55  00 

REFERENCE  LIBRARY. 

The  following  list  of  books  is  recommended  as  a  liberal  equip- 
ment in  collateral  reading.  Such  a  list  offers  opportunity  for 
students  to  properly  organize  and  relate  the  knowledge  they  gain 
in  class  and  in  the  laboratory.  The  books  starred  (*)  in  this  list 
are  recommended  for  estimate  "A."  Specially  selected  ones  for 
estimate  "B,"  as  shown  above.  For  convenience,  the  publisher  and 
list  price  are  given  with  each : 

Book  List. 

1.  Arthur,  Barnes,  and  Coulter,* Handbook  of  Plant  Dis- 
section, superseded  by  CaldwelPs  Handbook  of 
Plant  Morphology  (Holt,  1904) $  1  00 


Botany  in  the  High  School  111 

2.     Arthur   and   MacDougal,   Living  Plants  and  Their 

Properties  (New  York,  Baker  &  Taylor) 1  25 

*3.     Atkinson,  Elementary  Botany  (Holt) 1  25 

4.  Atkinson,  Lessons  in  Botany  (Holt) 1  12 

5.  Bailey,  Lessons  with  Plants  (N.  Y.,  Macmillan  &  Co.)  1  10 
*6.     Bailey,  An  Elementary  Text-Book  (Macmillan) ....  1  10 

7.  Bailey,  Plant  Breeding,  3d  Ed.  (Macmillan) 1  25 

8.  Barnes,  Plant  Life   (Holt) 1  12 

*9.     Bergen,    Foundations   in   Botany,    Southern    edition 

(Boston,   Ginn  &   Co.) 1  50 

10.  Bergen,  Teacher's  Manual  (Ginn) "       30 

11.  Bergen,  Elements  of  Botany,  Eevised  (Ginn) 1  00 

12.  Bessey,  The  Essentials  of  Botany  (Holt) 1  08 

13.  Britton,    Manual    of    Botany    of    the    Northeastern 

United  States   (Holt) 2  25 

14.  Caldwell,  Laboratory  and  Field  Manual  of  Botany, 

(N.  Y.,  Appleton  &  Co.) 90 

See  also  1,  above. 

*15.     Campbell,  Lectures  on  the  Evolution  of  Plants  (Mac- 
millan)        1  25 

*16.     Campbell,  A  University  Text-Book  of  Botany  (Mac- 
millan)      4  00 

17.     Clements  and  Cutter,  Laboratory  Manual  in  High- 
School  Botany  (Univ.  Pub.  Co.) 75 

*1S.     Coulter,  Plant  Relations  and  Plant  Structures  (Ap- 
pleton)       1  80 

19.     Coulter,  Plant  Studies   (Appleton) 1  25 

*20.     Coulter,  Botany  of  Western  Texas  (Supt.  of  Docu- 
ments, Washington^  D.   C.) 50 

21.     Curtis,  Text-Book  of  General  Botany  (N.  Y.,  Long- 
mans, Green,  &  Co.) 3  00 

*22.     Conn,  Agricultural  Bacteriology  (N.  Y.,  P.  Blakiston 

&  Sons) 2  50 

23.     Darwin,  Insectivorous  Plants,  6th  Ed.,   (N.  Y.,  Ap- 
pleton)         2  00 

*24.     Darwin,  Fertilization  of  Orchids,  6th  Ed.  (N.  Y.,  Ap- 
pleton)        2  00 

*25.     Ganong,  The  Teaching  Botanist  (Macmillan) 1  10 


112  High  School  Bulletin 

*26.  Ganong,  Laboratory  Course  in  Plant  Physiology 

(Holt)  1  00 

*27.  Green,  Principles  of  American  Forestry  (N.  Y.,  John 

Wiley  &  Sons) 1  20 

*28.  Kerner,  Translated  by  Oliver,  Natural  History  of 

Plants,  2  vols.  (Holt) 11  00 

*29.  Leavitt,  Outlines  of  Botany  with  Flora  (N.  Y., 

American  Book  Co.) 2  25 

*29a.  Lloyd  and  Bigelow,  The  Teaching  of  Biology  (Long- 
mans, 1904) 1  50 

30.  MacDougal,  Practical  Text-Book  of  Plant  Physiology 

(N.    Y.,   Longmans) 3  00 

31.  Pammel,  L.  H.,  Ecology  (Ames,  Iowa) 3  00 

32.  Parker,  Elementary  Biology,  6th  or  later  Ed.   (Mac- 

millan)  3  00 

*33.  Setchell,  Laboratory  Practice  for  Beginners  (Mac- 

millan)  90 

*34.  Small,  Dr.  John  K.,  Flora  of  the  Southeastern  United 

States,  good  westward  to  100th  meridian  (N.  Y., 

Botanical  Garden,  Bronx  Park,  N.  Y.) 2  50 

*35.  Spalding,  Guide  to  Study  of  Common  Plants  (Boston, 

D.  C.  Heath  &  Co.) 90 

*36.  Stevens,  Introduction  to  Botany — Key  and  Flora, 

(Heath)  1  25 

37.  Strasburger,  Noll,  Schenck,  and  Schimper,  translated 

by  Porter,  A  Text-Book  of  Botany  (Macmillan)  .     4  00 

38.  Underwood,    Our    Native    Ferns    and    Their    Allies 

(Holt)    1  25 

*39.  Warming,  English  translation,  Plant  Geography  (Ox- 
ford, Clarendon  Press;  apply  to  Lemcke  & 
Buechner,  New  York,  -N.  Y.) .". (?) 

Dealers  in  Laboratory  Supplies. 

The  following  firms  are  mentioned  because  of  the  writer's  per- 
sonal knowledge  (through  several  years  of  business  relation)  of 
the  standard  quality  of  the  goods  furnished  at  usual  market  prices : 

Bausch  &  Lomb  Optical  Co.,  Rochester,  New  York. 

Cambridge  Botanical  Supply  Co.,  Cambridge,  Mass. 


Botany  in  the  High  School  113 

ICny  Scheerer  Co.   (Importers),  New  York. 

Spencer  Lens  Co.,  Buffalo,  N.  Y. 

Williams,  Brown  &  Earle,  918  Chestnut  St.,  Philadelphia. 

Student  Equipment. 

In  a  laboratory  course,  certain  items  of  equipment  are  cus- 
tomarily furnished  by  the  student  himself.  Such  equipment  is 
rarely  of  so  great  expense  as  to  seriously  deter  students  from  pur- 
suing the  course. 

1.  A  text-book.    See  3  or  9,  or  18  or  29,  in  book  list.    Cost 

$1.10  to   $  2  00 

2.  A  magnifying  glass.     Cost  50  cents  to 75 

3.  Drawing  paper  and  pencil,  note  paper  and  manila  cover 

for  notes  and  drawings 50 

4.  Home-made  dissecting  needles. 

5.  Sharp  pocket  knife  or  "old  razor. 

6.  Home-made  plant  press. 


Total  cost  need  not  exceed $  3  50 

Other  desirable,  though  not  indispensable  items — e.  g.,  forceps, 
section  razor,  tin  collecting  box — may  be  added  as  means  and  in- 
clination permit. 

THE    IMPORTANCE    OF    LABORATORY   WORK. 

Too  much  stress  can  not  be  laid  upon  this  method  of  pursuing  a 
course  in  natural  science.  It  is  the  means  of  direct  contact  with 
the  objects  of  study  and  of  training  in  methods  of  work,  in  habits 
of  close  observation,  in  verbal  expression  of  accurate  judgments,  in 
^dexterity  of  manipulation,  and  in  skillfulness  in  illustrative  draw- 
ings. 

For  the  surer  realization  of  the  ends  sought  in  pursuing  labora- 
tory work  certain  fundamental  requirements  may  be  stated: 

1.  The  time  of  the  laboratory  period  is  to  be  fully  employed  by 
^every  member  of  the  class.     This  is  largely  a  matter  of  skill  on 
the  instructor's  part  in  providing  suitable  materials  and  in  giving 
specific  directions  as  to  what  is  required. 

2.  Heedless  and  slovenly  ways  of  working  are  not  to  be  toler- 
•ated.     Some  of  the  best  results  to  be  expected  in'  laboratory  work 
.are  neatness,  deftness,  and  right  ways  of  doing  things. 


114  High  School  Bulletin 

3.  The  student  is  required  to  keep  a  suitable  record  of  his  work 
in  the  form  of  a  book  of  notes  and  drawings  bound  together  under 
manila  or  pasteboard  cover.     The  making  of  this  book  is  of  the 
greatest  importance.     In  laboratory  work  the  student  may  forget 
text  and  other  authority  and  himself  become  an  investigator  in 
new  fields,  the  results  of  which  investigations  he  must  embody  in  a 
book  of  which  the  one  feature  -is  that  it  represents  the  best  he  can 
do  in  discovering  and  recording  facts  that  to  him  are  new.     The 
work  is  his  own.     On  this  account  it  is  better  that  his  originality 
should  crop  out  in  crude  though  fairly  exact  drawings  than  that 
these  should  be  reduced  to  the  common  level  of  a  copy  of  some 
diagrammatic  crayon  drawing  or  chart  or  text  figure. 

4.  The   content  of   laboratory  work   should   embrace  not  only 
the  study  of  form  and  structure,  but  also  experiments  demonstrat- 
ing vital  processes — respiration,  growth,  starch  formation,  absorp- 
tion  of  nutriment,   the   effect   of   gravity   and    light   on   growing 
organs,  etc.,  etc.    Furthermore,  the  fixed  hours  and  subjects  of  work 
in  the  laboratory  are  to  be  supplemented  by  field  excursions  under 
personal  supervision  and  by  the  largest  possible  amount  of  individ- 
ual effort.     Here,  let  us  emphasize  the  special  value  of  leading 
students   to   undertake   larger   tasks   involving  the   cultivation  of 
plants  on  a  relatively  large  scale  for  experimental  purposes.    Each 
separately,   or   several   jointly  may  establish   experiment   "farms" 
upon  which  really  valuable  operations  may  be  carried  on.     The 
following  are  illustrations  of  possible  field  demonstrations: 

(a)  To  show  the  difference  between  plants  grown  in  the  open 
and  under  partial  shade,  using  lattice  work  or  cheesecloth. 

(b)  To  show  the  difference  between  plants  of  the  same  species 
grown  in  soils  of  different  texture  and  chemical  content. 

(c)  To  show  the  difference  between  cotton  plants  grown  from 
small  inferior  seed  and  those  from  large  vigorous  seed  taken  from 
a  vigorous  plant. 

(d)  To  compare  results  between  plats  of  cotton  planting  when 
little  cultivated  and  when  frequently  cultivated. 

In  short,  those  very  problems  which  are  of  vital  concern  to  the 
farmer,  and  upon  which  a  great  deal  of  attention  is  being  con- 
centrated, may  be  taken  up  by  students  in  a  botany  class  as  a 
feature  of  laboratory  work — not  to  supplant  that  done  in  the 
laboratory  proper,  but  to  extend  and  supplement  it.  It  is  not 


Botany  in  the  High  School  115 

suggested  that  these  larger  operations  be  attempted  as  the  regular 
work  of  the  class — certainly  not  to  begin  with,  lest  they  involve  a 
very  impracticable  situation — but  they  indicate  the  direction  in 
which  the  study  of  botany  may  be  made  to  take  hold  of  practical 
matters  at  a  specific  point.  Such  operations  might  be  extended 
to  comprise  the  varied  work  of  regularly  established  school  gardens 
on  the  one  hand,  or  to  include  experiments  in  cultivating  the 
various  plants  of  field,  garden,  orchard,  and  landscape  gardening. 


MANUAL  TRAINING  IN  THE  HIGH  SCHOOL 

(One  or  two  units  may  be  offered.) 

The  following  course  of  study  in  manual  training  is  now  in 
operation  in  the  Allan  Manual  Training  School,  Austin.  This 
course  fully  meets  the  requirements  of  the  University  of  Texas 
for  two  units  of  entrance  credits. 

COURSE   OF   STUDY  IN   MANUAL   TRAINING. 

First  Year. — First  Term. 

Wood-Working.  —  Two  forty-five-minute  periods  per  week 
throughout  the  term. 

The  following  models  are  used  as  a  basis  of  the  course:  Pen 
tray,  ink-stand,  letter-paper  stand,  footstool,  crumb  tray,  tabou- 
ret, table. 

Decoration  by  line  grooving,  chip  carving,  and  oil  and  water- 
color,  singly  or  in  combination,  and  staining,  is  encouraged 
throughout  the  course.  Increased  play  to  individual  thought  in 
character  and  decoration  of  models  on  the  part  of  the  pupil  is 
encouraged. 

Second  Term. 

Three  ninety-minute  periods  per  week  throughout  the  term. 

Equipment  same  as  used  in  the  Low  Eighth  Grade,  with  a 
few  additional  tools,  such  as  molding  planer,  band  saw,  scroll 
saws,  etc.,  introduced  to  make  the  work  more  effective. 

Almost  all  of  the  work  is  such  as  to  give  the  pupi]  a  chance  to 
develop  individuality.  Larger  and  more  useful  projects  are  en- 
couraged. 

Class-room  talks,  illustrated  by  maps,  etc.,  are  given  as  fol- 
lows : 

The  distribution  of  lumbering  forests  in  the  United  States. 

The  process  of  lumbering;  the  woods  of  Texas.  Some  of  the 
main  uses  of  the  most  important  woods. 

Second  Year. — First  Term. 

Wood-Working. — Turning  in  wood.  Three  ninety-minute  pe- 
riods per  week  throughout  the  term. 


Manual  Training  in  the  High  School  117 

Equipment  consists  of  bench  equipment  as  in  the  Eighth  Grade, 
and  a  complete  equipment  of  turning  lathes  with  tools. 
The  work  in  turning  is  divided  into  two  classes: 

(a)  Work  held  between  centers. 

Here  the  pupil  learns  the  use  of  the  gouge  and  skew-chisel  in 
turning  cylinders,  cones,  beads,  convex  and  concave  curves;  com- 
pound curves  in  making  chisel-handles,  balusters,  etc.  Finally 
he  makes  some  object  requiring  the  use  of  tools  thus  far  handled. 

(b)  Face-plate  and  chuck  work. 

1.  Use  of  face-plate  in  making  rosettes,  simple  boxes,  vases, 
cups,  etc. 

2.  Use  of  face-plate  and  chuck  in  "built-up"  work,  such  as 
trays,  fancy  vases,  and  large  boxes. 

3.  Making  such  objects  as  require  special  methods  of  holding 
in  by  bell-chucks,  such  as  balls,  etc. 

It  is  the  aim  to  have  the  pupil  make  some  object  of  value  from 
his  own  design,  or  from  some  selected  standard  form,  both  as  a 
project  in  turning  and  as  a  most  valuable  practical  lesson  in  de- 
signing. 

Such  models  as  candlesticks,  tool-handles,  dumb-bells,  napkin 
rings,  boxes,  towel-rings,  bowls,  typical  vase  forms,  darning  balls, 
etc.,  are  turned  in  soft  wood  and  then  decorated  by  means  of 
carving,  paint,  and  pyrography. 

Pupils  study  the  structure  and  properties  of  wood;  processes 
of  drying  and  preserving  lumber,  and  the  principles  governing 
wood  construction. 

Second  Term. 

Pattern-Making  and  Moulding. — Three  ninety-minute  periods 
per  week  throughout  the  term. 

Equipment  consists  of  complete  set  of  individual  molding 
benches,  each  supplied  with  a  full  set  of  molding  tools.  The 
benches  and  lathes  used  in  the  wood-working  room  are  used  by 
the  classes  in  pattern-making.  The  pupil  is  taught  the  meaning 
of  the  terms  used  in  pattern  work  and  moulding  and  their  sig- 
nificance, and  what  is  the  best  practice  in  making  good  patterns. 
Both  good  and  bad  patterns  are  moulded  and  comparisons  made. 
He  begins  with  a  simple  solid  pattern  and  progresses  by  easy 
steps  until  he  is  able  to  make  complex  parted  and  cored  pat- 


118  High  School  Bulletin 

terns.  Such  patterns  as  pipe-bends,  pulleys,  gear-wheels,  and  those 
from  which  castings  must  be  made  for  further  use  in  the  machine 
shop  form  the  basis  of  the  course. 

Third  Year.— First  Term. 

Forging. — Three  ninety-minute  periods  per  week  throughout  the 
term. 

In  this  course  the  pupil  gets  all  the  instruction  necessary  to 
master  the  fundamental  principles  of  forging  iron  and  steel.  The 
exercises  are  so  selected  as  to  bring  out  the  processes  of  drawing, 
upsetting,  shaping,  punching,  welding,  and  tempering  of  steel. 

Talks  are  given  by  the  teacher  on  the  important  iron  and  steel 
processes  as  follows: 

The  nature  of  the  common  iron  ores. 

The  distribution  of  coal  and  iron  ores  in  the  United  States. 

Eelation  to  industrial  development. 

The  fundamental  factors  involved  in  the  blast  furnace,  pud- 
dling, Bessemer,  open  hearth,  and  crucible  steel  processes. 

The  characteristics  and  important  uses  of  the  products  of  these 
processes. 

Such  exercises  as  the  following  form  the  basis  of  the  course: 
staple,  hasp,  door-hook,  chain  and  hook,  meat-hook,  pulley  block, 
bracket,  wrench,  ice  hatchet,  chisel,  gouge,  drawing  knife,  etc. 

Second  Term. 

Forging. — Three  ninety-minute  periods  per  week. 

This  class  will  complete  the  course  started  in  the  Low  Tenth 
Grade,  and  will  prepare  a  set  of  lathe  tools  for  use  in  the  machine 
shop. 

Fourth  Year. — Both  Divisions. 

Machine  Work. — Three  ninety-minute  periods  per  week  through- 
out the  term. 

A  very  carefully  graded  series  of  exercises  involving  the  use 
of  the  lathe,  planer,  drill,  milling  machine,  and  speed  lathe  is 
worked  out  by  the  student,  and  the  work  must  be  so  accurate  in 
many  instances  that  a  mistake  of  a  thousandth  of  an  inch  will 
render  the  work  useless.  In  this  course  the  student  learns  the  use 
of  the  common  machine  tools  and  the  elementary  principles  of 
machine  design. 


Manual  Training  in  the  High  School  119 

Cast  iron,  wrought  iron,  steel,  and  brass  are  the  materials  used. 

The  engine  lathe  work  consists  of  straight  and  taper  turning, 
boring,  thread  cutting  (external  and  internal),  and  chuck  work. 

The  speed-lathe  work  consists  of  centering,  drilling,  and  coun- 
tersinking, and  the  turning  of  simple  forms  by  hand  tools. 

The  planer  work  consists  of  the  making  of  plane  and  curved 
surfaces. 

The  drill  work  consists  of  the  study  of  the  speed  of  drills,  the 
use  of  different  kinds  of  drills,  counterboring,  and  sharpening 
drills. 

The  milling  machine  is  used  to  produce  plane  and  curved  sur- 
faces, mill  key-ways,  slots,  and  the  teeth  of  gear-wheels,  etc. 

Such  models  as  the  wrench,  level,  lathe  center,  paper-weight, 
plumb-bob,  bicycle  pump,,  small  dynamo,  motor,  and  steam  en- 
gine form  the  basis  of  the  course. 

The  student  makes  a  study  of  the  different  kinds  of  power 
during  the  year. 

As  far  as  the  time  permits,  he  makes  a  study  of  the  following : 

Development  of  the  steam  engine  in  the  nineteenth  century. 

Importance  in  production  and  transportation. 

The  part  played  by  machinery  in  modern  civilization. 

Characteristics  of  machine  work  as  compared  with  hand  work. 

The  tendency  of  improvements  in  machinery  to  replace  manual 
labor  by  automatic  devices,  and  itfi  significance. 

COURSE  OF   STUDY  IN  DRAWING. 

First  Year.— First  Term. 

1.  Lettering. 

2.  Use  and  care  of  instruments. 

3.  Simple  geometric  construction  with  lettering. 

4.  Slant  lettering. 

Second  Term. 

1.  Principles  of  Orthographic  Projection  (pencil  and  ink). 

2.  Working  drawings   of  common  objects,  in  part  related   to 
work  in  shops. 

3.  One  sheet  of  Orthographic  Projections. 


120  High  School  Bulletin 

Second  Year. — First  Term. 
* 

1.  One  sheet  of  plan  of  simple  house,  stable,  wood-shed,  or 

bungalow. 

2.  One  sheet  of  Elevation  of  No.  1. 

3.  One  sheet  of  problems  in  Projection  (in  ink  shaded). 

Second  Term. 

1.  One  sheet  of  working  drawings  of  machine  parts  in* detail. 

2.  One  sheet  drawing  of  above  machine  parts,  assembled  (cross- 
section). 

3.  One   sheet  of   Isometric   Drawings    (tinted  or   grained   in 
black). 

Third  Year.— First  Term. 

1.  One  sheet  Geometric  constructions. 

2.  Two    sheets    intersections    and    developments    of    surfaces 
(tinted). 

3.  One  sheet  free-hand  perspective. 

4.  One  sheet  of  simple  linear  perspective. 

Second  Term. 

1.  One  sheet  of  methods  used  in  representing  surfaces    (pen 
and  ink  and  brush) . 

2.  One  sheet  Lettering. 

3.  Two   sheets   of   Geometric  problems — ellipses,   cycloids,   in- 
volutes, helix,  etc. 

Fourth  Year. — First  Term. 

1.  Two  sheets  of  shades  and  shadows. 

2.  One  sheet  studies  of  bolts,  nuts,  and  threads. 

3.  One  sheet  problems  in  gearing. 

Second  Term. 

Four  sheets  of  house  plans,  elevations,  and  details  (specifications 
if  time  permits). 


LIST  OF  AFFILIATED  SCHOOLS 

B Botany.  L Latin. 

C Chemistry.  M Mathematics. 

Civ Civics.  M.  T Manual  Training. 

D Drawing.  P Physics. 

E English.  P.  and  H. .  .  .  Physiology  and  Hygiene. 

F French.  Ph Physiography. 

G German.  S Spanish. 

Gr Greek.  S.  G Solid  Geometry. 

H History.  T Trigonometry. 

(Abbreviations  represent  the  minimum  numbers  of  units  allowed  in  the 
several  subjects,  e.  g.,  E— English,  3  units;  figures,  in  parentheses,  follow 
abbreviations  when  schools  have  more  than  the  minimum  number  of  units 
in  any  subject,  e.  g.,  H.  ( 3 ) :=History,  3  units.) 

GROUP  I. 

Academy  of  Our  Lady  of  the  Lake,  San  Antonio 

E.,  H.,  M.,  G.(3),  P.,  P.  and  H.,  Civ. 

Alexander  Collegiate  Institute,  Jacksonville E.,  H.,  M.,  L.,  Gr.,  G. 

Allen  Academy,  Bryan E.,  H.,  L.,  M.,  G.,  S.  G.,  T. 

Amarillo  High  School,  Amarillo E.,  H.,  M.,  L.,  S. 

Austin  High  School,  Austin 

E.,  H.(2|),  M.,  L.,  G.(3),  B.,  P.,  C.,  Civ.,  M.  T.(2),  S.  G.,  T. 

Austin  Male  Academy,  Austin E.,  H.,  M.,  L.,  G.  (3) . 

Ball  High  School,  Galveston 

E.,  H.(3),  M,  L.,  Gr.(3),  F.(3),  G.(3),  S.(3),  C.,  P.,  Ph. 

Beaumont  High  School,  Beaumont .  E.,  H.,  M.,  L.,  G.  ( 3 ) ,  C.,  P.,  S.  ( 3 ) ,  F.  ( 3 ) . 
Belton  High  School,  Belton 

E.,  H.(2i),  M.,  G.,  L.,  P.,  B.,  Civ.,  M.  T. 

Blinn  Memorial  College,  Brenham ' 

E.,  H.(2*),  M.,  G.(3),  P.,  Ph.,  P.  and  H.,  C.,  Civ. 

Bonham  High  School,  Bonham E.,  H.,  M.,  L.,  B.,  C.,  P.,  Ph.,  G. 

Brownwood  High  School,  Brownwood E.,  H.,  M.,  L.,  P.,  Ph.,  Civ. 

Caldwell  High  School,  Caldwell E.,  H.,  M.,  L.,  G. 

Calvert  High  School,  Calvert E.,  H.  (3) ,  M.,  L.,  C.,  S.  G.,  T. 

Cameron  High  School,  Cameron E.,  H.(£),  M.,  L.,  G.,  C.,  P.,  Civ.,  Ph. 

Cleburne  High  School,  Cleburne E.,  H.  (4) ,  M.,  L.,  P,,  B. 

Coronal  Institute,  San  Marcos E.,  H.,  'M.,  L.,  C.,  G.,  S. 

Corsicana  High  School,  Corsicana 

E.,  H.(3),  M.,  L.,  F.,  G.,  C.,  P.,  T.,  Ph.,  Civ.,  S.  G. 

Dallas  High  School,  Dallas 

E.}  H.(2$),  M.,  L.,  C.,  P.,  G.,  P.  and  H.,  S.  G.,  T.,  M.  T.(2). 


122  High  School  Bulletin 

Denison  High  School,  Denison E.,  H.,  M.,  L.,  C.,  P.,  G.,  B.,  T. 

Denton  High  School,  Denton.  .Ev  H.,  M.,  Lv  C.,  P.,  P.  and  H.,  Civ.,  T.,  Ph. 

El  Paso  High  School,  El  Paso E.,  H.,  M.,  L.,  S.,  C.,  P.,  Ph.,  P.  and  H. 

Ennis  High  School,  Ennis E.,  H.,  'M.,  L.,  G.,  C. 

Fort  Worth  High  School,  Fort  Worth 

E.,  H.(2i),  M.,  L.,  G.,  Civ.,  M.  T.,  T.,  S.  G. 

Gainesville  High  School,  Gainesville E.,  H.,  M.,  L.,  G.,  S. 

Grayson  College,  White wright E.,  H.,  M.,  L. (4) ,  S.  G.,  T. 

Greenville  High  School,  Greenville E.,  H.,  M.,  L.,  P.,  C.,  B.,  P.  and  H. 

Hico  High  School,  Hico E.,  H.(3),  M.,  C.,  P.,  L.,  Civ. 

Hillsboro  High  School,  Hillsboro E.,  H.,  M.,  Ph.,  P.,  L.,  Civ. 

Houston  Heights  High  School,  Houston E.,  H.(2£),  M.,  L.,  G.,  Civ. 

Houston  High  School,  Houston 

E.,  H.(2i),  M.,  L.,  P.,  C.,  G.(3),  Civ.,  S.(3),  M.  T.,  S.  G. 

Hubbard  High  School,  Hubbard E.,  -H.(2i),  M.,  L.,  Civ.,  P. 

John  C.  French  High  School,  Cuero E.,  H.,  M.,  L.,  G.,  'S.  G.,  T. 

Lockhart  High  School,  Lockhart E.,  H.,  M.,  L.,  P.,  C. 

Marlin  High  School,  Marlin E.,  H.(3),  M.,  L.,  P.,  M.  T.,  Ph.,  S.  G. 

Marshall  High  School,  Marshall 

E.,  H.(2$),  iM.,  L.,  C.,  P.,  S.  G.,  Civ.,  P.  and  H. 

Mansfield  Academy,  Mansfield E.,  H.,  M.,  G.(3),  S.  G.,  T.,  P. 

Mexia  High  School,  Mexia E.,  H.  (3),  M.,  L.,  C.,  P.,  S.  G. 

Mineola  High  School,  Mineola E.,  H.(3),  M.,  L.(4),  Gr.  (3),  S.  G.,  T. 

Mrs.  Mulholland's  School,  San  Antonio E.,  H.,  M.,  L.(4),  F.(3). 

Navasota  High  School,  Navasota E.,  H.,  M.,  L.,  P.,  C.,  G.,  S.  G. 

Palestine  High  School,  Palestine E.,  H.,  M.,  L.,  G. 

Paris  High  School,  Paris E.,  H.,  M.,  L.,  G.,  S. 

San  Angelo  High  School,  San  Angelo E.,  H.(3),  'M.,  L.,  P.,  S.  G. 

San  Antonio  High  School,  San  Antonio 

E./H.(3),  M.,  L.,  Gr.,  G.  (3),  S.(3),  B.,  Ph.,  P.,  Civ.,  S.  G.,  T. 

San  Antonio  Academy,  San  Antonio E.,  H.,  M.,  L.,  G.,  S.  G.,  T. 

Taylor  High  School,  Taylor E.,  H.,  M.,  L.,  P.,  M.  T.,  Civ. 

Temple  High  School,  Temple.  .E.,  H.(2$),  M.,  L.,  G.(3),  C.,  P.,  Civ.,  S.  G. 

The  Terrill  School,  Dallas E.,  H.,  M.,  L.,  F.,  G.,  S.  G.,  T. 

Texas  Female  Academy,  Weatherford E.,  H.,  M.,  L.,  G. 

Thomas  Arnold  High  School,  Salado 

E.,  H.  (24) ,  M.,  L.,  Gr.,  P..  P.  and  H.,  Civ.,  S.  G. 

Tyler  High  School,  Tyler E.,  H. ( 3) ,  M.,  L.,  P.,  Ph. 

University  Preparatory  School  Austin E.,  H.(3),  M.,  L.,  G.,  F. 

UvaJde  High  School,  Uvalde E.,  H.,  M.,  L.,  S. 

Victoria  High  School,  Victoria E.,  H.(3),  M.,  L.,  B.,  C.,  Ph. 

Waco  High  School  Waco.  .E.,  H.(*),  M.,  L.,  P.,  Civ.,  Ph.,  P.  and  H.,  S.  G. 
Waxahachie  High  School,  Waxahachie.  .E.,  H.,  M.,  L.,  C.,  P.,  Ph.,  Civ.,  S.  G. 

Weatherford  Training   School.    Weatherford 

E.,  H.,  M.,  L.,  Gr.,  Civ.,  S.  G. 


List  of  Affiliated  Schools  123 

Weatherford  High  School,  Weatherford E.,  H.(2$),  M.,  L.,  P.,  Civ. 

Whitis  Avenue  School,  Austin E.,  H.(3),  M.,  L.,  G.,  F.,  Ph.,  S.  G. 

GROUP  II. 

Abbott  High  School,  San  Angelo E.,  H.,  'M.,  L. 

Abilene  High  School,  Abilene E.,  H.,  M.,  L.,  P. 

Alice  High  School,  Alice E.,  H. (2*) ,  M.,  S.,  Civ. 

Bastrop  High  School,  Bastrop E.,  H.,  M.,  L. 

Belton  Academy,  Belton E.,  H.,  M.,  L. 

Big  Springs  High  School,  Big  Springs E.,  H.,  M.,  L. 

Bowie  High  School,  Bowie E.,  H.,  M.,  L.,  S.  G.,  T. 

Brady  High  School,  Brady E.,  H. (3) ,  M.,  L. 

Brenham  High  School,  Brenham E.,  H.  ( 3 ) ,  M.,  G. 

Bryan  High  School,  Bryan E.,  H.,  'M.,  L. 

Colorado  High  School,  Colorado E.,  H.,  M.,  L.,  P. 

Comanche  High  School,  Comanche E.,  H.,  M.,  L.,  Civ.,  P.  and  H. 

Corpus  Christi  High  School,  Corpus  Christi E.,  H.,  M.,  S.(3),  S.  G.,  T. 

Crockett  High  School,  Crockett E.,  H.,  M.,  L. 

Dublin  High  School,  Dublin E.,  H.,  M.,  L. 

Gonzales  High  School,  Gonzales E.,  H.,  M.,  L.,  Ph. 

Groeslbeck  High  School,  Groesbeck E.,  H.,  M.,  L. 

Honey  Grove  High  School,  Honey  Grove E.,  H.,  M.,  L.,  P.,  S.  G. 

Kaufman  High  School,  Kaufman E.,  H.,  'M.,  L. 

La  Grange  High  School,  La  Grange E.,  H.,  M.,  G.(3) . 

Longview  High  School,  Longview E.,  H.,  M.,  L. 

McGregor  High  School,  McGregor E.,  H.,  M.,  L. 

Mcllhaney  Academy,  Stephenville E.,  H.,  M.,  L. 

McKinney  High  School,  McKinney E.,  H.,  M.,  L. 

Nacogdoches  High  School,  Nacogdoches E.,  H.,  M.,  L. 

Orange  High  School,  Orange E.,  H.,  M.,  L. 

Pilot  Point  High  School,  Pilot  Point E.,  H.,  M.,  L.,  P. 

Piano  High  School,  Piano E.,  H.,  M.,  L.,  P.  and  H. 

Port  Arthur  High  School,  Port  Arthur E.,  H.,  M.,  P.,  L. 

Port  Lavaca  High  School,  Port  Lavaca E.,  H.,  M.,  L. 

Quanah  High  School,  Quanah E.,  H.,  M.,  L.,  Civ.,  S.  G. 

Sherman  High  School,  Sherman E.,  H.,  M.,  L.,  B. 

St.  Mary's  Academy,  Austin E.,  H.,  M.,  G.  (3),  S.  G. 

St.  Matthews  School  for  Boys,  Dallas E.,  H.  (2$),  M.,  L.,  Civ. 

Sulphur  Springs  High  School,  Sulphur  Springs E.,  H.,  M.,  L. 

Sweetwater  High  School,  Sweetwater E.,  H.,  M.,  L. 

Terrell  High  School,  Terrell E.,  H.,  M.,  L. 

Texarkana  High  School,  Texarkana E.,  H.,  M.,  L. 

Van  Alstyne  High  School.  Van  Alstyne E.,  H.,  M.,  L. 

Wolfe  City  High  School.  Wolfe  City E.,  H.(2*),  M.,  L.,  Civ.,  S.  G. 


124  High  School  Bulletin 

GROUP  III. 

Carlisle  Military  School,  Arlington E.  H.,  M. 

Center  (High  School,  Center E.,  H. (3),  M.,  T. 

Clarksville  High  School,  Clarksville E.,  H.,  M. 

Columbus  High  School,  Columbus E.,  H.,  M. 

Douglas-Schuler  School,  Waco E.,  H.,  M. 

Elgin  High  School,  Elgin E.,  H.,  M. 

Gatesville  High  School,  Gatesville E.,  H.,  ;M. 

Henderson  High  School,  Henderson E.,  H.,  M.,  S.  G.,  T.,  Civ. 

Henrietta  High   School,  Henrietta E.,   H.,   M. 

Institute  for  Blind,  Austin E.,  H.,  M. 

Italy  High  School,  Italy ; E.,  H.,  M. 

Itasca  High  School,  Itasca '.  .  E.,  H.,  M.,  P. 

Kelley  School,  Austin E.,  H.,  M . 

Ladonia  High  School,  Ladonia E.,  H.,  M. 

Lampasas  High  School,  Lampasas E.,  H.  (3) ,  M.,  P. 

Laredo  High  School,  Laredo E.,  H.,  M.,  S. 

Llano  High  School,  Llano E.,  H.,  M. 

Luling  High  School,  Luling E.,  H.,  M.,  P. 

Marble  Falls  High  School,  Marble  Falls E.,  H.,  ,M. 

Mineral  Wells  High  School,  Mineral  Wells E.,  H.  (3) ,  M.,  P. 

North  Ft.  Worth  High  School,  North  Ft.  Worth .  .  E.,  H.,  M.,  Civ..  P.,  S.  G. 

Rockdale  High  School,  Rockdale E.,  H.,  M.,  Civ.,  S.  G. 

Rock  Springs  High  School,  Rock  Springs E.,  H.,  M. 

Runge  High  School,  Runge E.,  H.,  M. 

San  Marcos  High  School,  San  Marcos E.,  H.,  M. 

San  Saba  High  School,  San  Saba E.,  H.,  M. 

Seguin  High  School,  Seguin E.,  H.,  M.,  G. 

Seymour  High  School,  Seymour E.,  H.,  M. 

Smithville  High  School,  Smithville E.,  H.,  M.,  Ph. 

State  Orphan  Home,  Corsicana E.,  H..  M. 

Timpson  High  School,  Timpson K,  H.  (3) ,  M.,  S.  G.,  T. 

Tivy  High  School,  Kerrville E.,  H..  M. 

Troupe  High  School,  Troupe. E.,  H.,  M.,  S.  G.,  T. 

University  Military  School,  Dallas E.,  H.,  M. 

West  Texas  Military  Academy,  San  Antonio E.,  H.,  M. 

Wichita  Falls  High  School,  Wichita  Falls E.,  H.  (3),  M.,  Ph. 

Yoakum  High  School,  Yoakum E.,  H.,  M. 


TI 


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THE  UNIVERSITY  OP  TEXAS  BULLETIN 

SCIENTIFIC  SERIES 

Contributions  from  the  Zoological  Laboratory  of  The  University 
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7.  Observations  on  the  Habits  of  Some  Solitary  Wasps  of  Texas,  by  Carl 

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8.  The  Protection  of  Our  Native  Birds,  by  T.  H.  Montgomery,  Jr.     30  p. 

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in  Electrical  Engineering,  1906.     123  p.,  illus.  pi.     1906.    50  cents. 

10.  Distribution  and  Adaptation  of  the   Vegetation  of  Texas,  by  W.   L. 

Bray,  108  p.,  pi.  map.    November,  1906.     35  cents. 

11.  A  Sketch  of  the   Geology  of  the   Chisos  Country,  by  J.   A.   Udden. 

101  p.     April,  1907.     50  cents. 
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REPRINT  SERIES 

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From  the  American  Journal  of  Philology,  25:369-389  and  26:172- 
203,  377-408.    March,  1906.     Out  of  print. 

2.  Contributions  from  the  Zoological  Laboratory  of  the  University  of 

Texas.     From  various  journals.     May,  1906.     Out  of  print. 

3.  Latin,  Greek,  and  Sanskrit  Word  Studies,  by  E.  W.  Fay.     From  va- 

rious journals.     November,   1907.     Out  of  print. 

4.  Spelling  and  Aril li nidic,   by   C.   Yeidel.      From   the  Soutltrni    /vV/.vm- 

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1.  Yellow  Fever:  a  Popular  Lecture,  by  James  Carroll.     32  p.     J  me, 

1905.     15  cents. 

2.  The  Care  of  the  Insane,  by  Dr.  M.  L.  Graves.     16  p.     1905.     15  cents. 

3.  The  1903  Motion  ir  of  Yell  on-  Fever  in   Tc.r<t*.  and  Ihc   Lcxxfm    to  be 

Learned  from  It,  by  Dr.  G.  R.  Tabor.    22  p.    June,  1905.    15  cents. 
In  addition  to  the  bulletins  named  aJbove  are  the  following: 

a.  The  Official  Series,  which  includes  catalogues,  Regents'  Reports,   and 

administrative  bulletins. 

b.  About  25  bulletins  issued  before  March,  1904,  when  the  division  into 

series  began. 

c.  The    University   of  Texas  Record,   formerly,   but   no    longer,    included 

in  the  Gea^eral  Series.  Numbers  of  the  Record  have  been  issued 
from  two  to  four  times  a  year  since  December,  1898,  and  it  is  now 
in  its  8th  volume.  It  is  of  special  interest  to  alumni,  ex-students, 
and  friends  of  the  University,  and  will  he  mailed  regularly  to 
those  who  request  it. 

Requests  for  Bulletins  should  be  addressed  to  the  University  of  Texas 
Bulletin,  Austin,  Texas.  Exchanges  should  be  addressed  to  the  Univer- 
sity of  Texas  Library. 


